Publicado Mar 3, 2022



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Cristian Cerda https://orcid.org/0000-0003-0818-218X

Miriam León https://orcid.org/0000-0001-6004-8485

José L. Saiz https://orcid.org/0000-0002-7137-4646

Lorena Villegas https://orcid.org/0000-0001-5612-4561

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Resumen

Esta investigación tuvo como propósito analizar la estructura factorial de una escala de disposición al aprendizaje autodirigido, identificando el mejor ajuste entre tres estructuras factoriales disponibles en la literatura. Adicionalmente, se analizó la relación entre los factores de la escala (autogestión, autocontrol y deseos de aprender) y las variables sexo (hombres 53.3 % y mujeres 46.7 %), situación académica (al día 55.7 % y no al día 44.3 %) y edad de los participantes (= 21.9, DE = 3.4). Contestaron el instrumento, de 40 ítems, 546 estudiantes de pedagogía de una universidad pública ubicada en el sur de Chile. La estructura factorial con mejor ajuste (Autogestión RMSEA = 0.07, CFI = 0.95, TLI = 0.94, SRMR = 0.04; autocontrol RMSEA = 0.06, CFI = 0.96, TLI = 0.94, SRMR = 0.04 y deseos de aprender RMSEA = 0.08, CFI = 0.98, TLI = 0.96, SRMR = 0.03) mostró que las variables autogestión y deseos de aprender presentan diferencias en situación académica (Autogestión t = -4.48, < 0.001; deseos de aprender t = 4.34, < 0.001), mientras que la variable autocontrol muestra diferencias según sexo (t = 2.72, < 0.01). Un análisis de regresión múltiple estableció que la situación académica de los estudiantes es predictora de aprendizaje autodirigido. Nuevas investigaciones, usando este instrumento, permitirían generar avances en la identificación de una estructura factorial sólida que dé cuenta del aprendizaje autodirigido en la población chilena de estudiantes de pedagogía.

Keywords

self-directed learning, teacher training, psychometric analysis, college students, factor analysisaprendizaje autodirigido, formación de docentes, análisis psicométrico, estudiantes universitarios, análisis factorial

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Cómo citar
Cerda, C., León, M., Saiz, J. L., & Villegas, L. (2022). Análisis factorial confirmatorio de una escala de disposición al aprendizaje autodirigido en estudiantes de pedagogía chilenos. Universitas Psychologica, 20, 1–12. https://doi.org/10.11144/Javeriana.upsy20.afce
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