Versiones
- 2025-10-01 (4)
- 2025-10-01 (3)
- 2025-09-27 (2)
- 2025-09-27 (1)
Palabras clave
perceived teachers goals
self-efficacy
psychometric properties measurement invariance
secondary education
Cómo citar
Resumen
El estudio evaluó las propiedades psicométricas de la Escala de Metas Percibidas de los Docentes, examinando su estructura, fiabilidad, invarianza y diferencias según género y grado escolar. Se aplicó la escala Patterns of Adaptive Learning Scales (PALS) en una muestra de 2049 estudiantes de secundaria, divididos en nivel básico (N= 1342) y avanzado (N = 703). Los participantes respondieron cuestionarios de autoinforme que midieron la orientación al dominio, al rendimiento con aproximación y al rendimiento con evitación. Los análisis exploratorios y confirmatorios respaldaron la dimensionalidad del instrumento, mostrando adecuados índices de ajuste (CFI= 0.975; TLI = 0.968; RMSEA = 0.040; SRMR =0.038, entre otros). La fiabilidad, evaluada mediante alfa de Cronbach y omega de McDonald, resultó satisfactoria, con valores entre 0.725 y 0.745. Se comprobó la invarianza de medida entre géneros y grados escolares, lo cual respalda la validez del uso del instrumento en distintos subgrupos. Finalmente, los análisis de varianza permitieron identificar diferencias significativas en las dimensiones de la escala según género y nivel académico. En conjunto, los hallazgos confirman que la escala es un recurso válido y fiable para investigaciones educativas y psicológicas.
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Derechos de autor 2025 Georgia Stavropoulou, Dimitrios Stamovlasis