Inventory of Learning Processes-Versión Breve: Adaptación y análisis psicométrico en estudiantes de nivel medio y universitario de Argentina
Conteúdo do artigo principal
Resumo
El Inventory of Learning Processes (ILP) evalúa procesos de aprendizaje en el ámbito educativo. Se propone adaptar lingüística, conceptual y métricamente el ILP al ámbito educativo local. Se emplearon muestras de estudiantes de nivel medio y universitario. Se tradujo la consigna y los ítems del inglés al español y se analizó su contenido mediante juicio experto, conservando 20 de los 62 ítems originales. Posteriormente un análisis factorial exploratorio arrojó una solución de 11 ítems y tres factores -Procesamiento Elaborativo, Método de Estudio, Síntesis/Análisis- con adecuada consistencia interna. Este modelo verificó adecuados índices de ajuste en un análisis factorial confirmatorio y de invarianza factorial. Finalmente se correlacionaron las puntuaciones del ILP con las de instrumentos de evaluación de los enfoques de aprendizaje obteniéndose asociaciones significativas y coherentes teóricamente. Se obtuvo una versión válida y confiable del ILP, que permite conocer las diferencias individuales en los procesos de aprendizaje de los estudiantes.
Detalhes do artigo
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Commons Attribution License, CCAL). Com esta licença, os autores conservam o direito de propriedade sobre artigos mas permitem que qualquer pessoa façam download e distribuam os artigos publicados na RACC sem necessidade da permissão do autor ou editor. Uma última condição é que sempre, e em todos os casos, o autor e a fonte original de publicação (p.e., RACC) sejam citados. Esta licença foi desenvolvido para facilitar o acesso aberto, gratuito e livre a trabalhos originais do arte e ciência.
Como Citar
Referências
Albaili, M. (1993). Psychometric properties of the Inventory of Learning Processes: Evidence from United Arab Emirates college students. Psychological Reports, 72(3), 1331-1336. doi: 10.2466/pr0.1993.72.3c.1331
Alexander, P. A. (2019). Individual differences in college-age learners: The importance of relational reasoning for learning and assessment in higher education. British Journal of Educational Psychology, 89(3), 416–428. doi: 10.1111/bjep.12264
Ali, M. M. (2016). Are We Asking the Same Questions in Different Contexts: Translation Techniques in Cross-Culture Studies in Science Education? Journal of Turkish Science Education, 13(1), 31–44. doi: 10.12973/tused.10155a
Anselmi, P., Colledani, D., & Robusto, E. (2019). A Comparison of classical and modern measures of internal consistency. Frontiers in Psychology, 10, 2714. doi: 10.3389/fpsyg.2019.02714
Ato, M., López-García, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. doi:10.6018/analesps.29.3.178511
Biggs, J. B., Kember, D., & Leung, D. Y. P. (2001). The Revised Two Factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71(1), 133-149. doi: 10.1348/000709901158433
Clump, M. (2005). Updated internal consistencies and intercorrelations for the Inventory of Learning Processes. Perceptual and Motor Skills, 101(2), 449–450. doi: 10.2466/pms.101.2.449-450
Craik, F., & Lockhart R. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671-684. doi: 10.1016/S0022-5371(72)80001-X
Duff, A. (1997). Validating the Learning Styles Questionnaire and Inventory of Learning Processes in accounting: a research note. Accounting Education, 6(3), 263–272. doi: 10.1080/096392897331497
Entwistle, N. J., & Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
Fabrigar, L., & Wegener, D. (2012). Exploratory Factor Analysis. New York: Oxford University Press.
Flaskerud, J. H. (2012). Cultural bias and Likert-Type scales revisited. Issues in Mental Health Nursing, 33(2), 130–132. doi: 10.3109/01612840.2011.600510
Fleming, J. S., & Merino-Soto, C. (2005). Medidas de simplicidad y ajuste factorial: un enfoque para la evaluación de escalas construidas factorialmente. Revista de Psicología PUCP, 23(2), 250-266. doi: 10.18800/psico.200502.002
Freiberg-Hoffmann, A., & Fernández-Liporace, M. (2016). Enfoques de aprendizaje en estudiantes universitarios Argentinos según el R-SPQ-2F: Análisis de sus propiedades psicométricas. Revista Colombiana de Psicología, 25(2), 307-329. doi: 10.15446/rcp.v25n2.51874
Freiberg-Hoffmann, A., & Romero-Medina, A. (2019). Validación del Approaches and Study Skills Inventory for Students (ASSIST) en universitarios de Buenos Aires, Argentina. Acción Psicológica, 16(2), 1–16. doi: 10.5944/ap.16.2.23042
Gadermann, A. M., Guhn, M., & Zumbo, B. D. (2012). Estimating ordinal reliability for Likert-type and ordinal item response data: A conceptual, empirical, and practical guide. Practical Assessment, Research & Evaluation, 17(3), 1-13. doi: 10.7275/n560-j767
Gadzella, B. M. (2003). Reliability of the Inventory of Learning Processes. Psychological Reports, 92(3), 1029–1030. doi: 10.2466/pr0.2003.92.3.1029
García-Ros, R., Pérez-González, F., Martínez, T., & Alfonso, V. (1999). Validación de una adaptación española del Inventory of Learning Processes: Un análisis con estudiantes de enseñanza secundaria. Revista Portuguesa de Educaçao, 12(2), 261-272.
Gómez-Veiga, I., Vila Chaves, J. O., Duque, G., & García Madruga, J. A. (2018). A new look to a classic issue: Reasoning and academic achievement at secondary school. Frontiers in Psychology, 9, 400. doi: 10.3389/fpsyg.2018.00400
González-Sánchez, J. A., Espericueta-Medina, M. N., Sánchez-Rivera, L., & González-Cepeda, M. C. (2018). Auto aprendizaje desde el procesamiento profundo / elaborativo. Revista de Educación Básica, 2(4), 1-6.
Huisheng, T., & Zhichang, S. (2018). Academic achievement assessment. Berlin: Springer.
Köseoğlu, Y. (2016). To what extent can the big five and learning styles predict academic achievement. Journal of Education and Practice, 7(30), 43-51.
Kozminsky, E. (1988). Cross-validation of the Inventory of Learning Processes: Some evidence from Israeli university students. Educational and Psychological Measurement, 48(3), 805-814. doi: 10.1177/0013164488483030
Li, C. H. (2015). Confirmatory factor analysis with ordinal data: Comparing robust maximum likelihood and diagonally weighted least squares. Behavior Research Methods, 48(3), 936–949. doi: 10.3758/s13428-015-0619-7
Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baeza, A., & Tomás-Marco, I. (2014). El análisis factorial exploratorio de los ítems: una guía práctica, revisada y actualizada. Anales de Psicología, 30(3), 1151-1169. doi: 10.6018/analesps.30.3.199361
Mares, J., Skalská, H., & Rybárová, M. (1995). A Czech version of the Inventory of Learning Processes. Sbornik Vedeckych Praci Lekarske Fakulty Karlovy University v Hradci Kralove, 38(3), 135-139.
Marshall, J. E., Maynard, D.-M., & Marshall, R. (2015). Learning processes and academic achievement among secondary school students in Barbados. International Journal of Education, 7(3), 66-76. doi: 10.5296/ije.v7i3.7521
Maydeu-Olivares, A., Kramp, U., García-Forero, C., Gallardo-Pujol, D., & Coffman, D. (2009). The effect of varying the number of response alternatives in rating scales: Experimental evidence from intra-individual effects. Behavior Research Methods, 41(2), 295–308. doi: 10.3758/BRM.41.2.295
Melton, A. W., & Martin, E. (1972). Coding processes in human memory. Washington, DC: Winston & Sons.
Merino-Soto, C., & Livia-Segovia, J. (2009). Intervalos de confianza asimétricos para el índice la validez de contenido: un programa Visual Basic para la V de Aiken. Anales de Psicología, 25(1), 169-171.
Musso, M. F., Boekaerts, M., Segers, M., & Cascallar, E. C. (2019). Individual differences in basic cognitive processes and self-regulated learning: Their interaction effects on math performance. Learning and Individual Differences, 71, 58–70. doi: 10.1016/j.lindif.2019.03.003
Niu, Y.-N., Zhu, X., & Li, J. (2017). The age effects on the cognitive processes of intention-based and stimulus-based actions: An ERP study. Frontiers in Psychology, 8, 803. doi: 10.3389/fpsyg.2017.00803
Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Rinehart and Winston.
Peng-Chun, L., Huei-Tse, H., Sheng-Yi, W., & Kuo-En, C. (2014). Exploring college students' cognitive processing patterns during a collaborative problem-solving teaching activity integrating Facebook discussion and simulation tools. The Internet and Higher Education, 22(1), 51-56. doi: 10.1016/j.iheduc.2014.05.001
Putnick, D. L., & Bornstein, M. H. (2016). Measurement invariance conventions and reporting: The state of the art and future directions for psychological research. Developmental Review, 41, 71–90. doi: 10.1016/j.dr.2016.06.004
Robinson, M. A. (2017). Using multi-item psychometric scales for research and practice in human resource management. Human Resource Management, 57(3), 739–750. doi: 10.1002/hrm.21852
Ros, M., Benito, L., Germain, L., & Justianovich, S. (2017). Inclusión, trayectorias estudiantiles y políticas académicas en la universidad. Buenos Aires: Edulp.
Schmeck, R. R., & Ribich, F. D. (1978). Construct validation of the Inventory of Learning Processes. Applied Psychological Measurement, 2(4), 551-562. doi: 10.1177/014662167800200410
Schmeck, R. R., Ribich, F., & Ramanaiah, N. (1977). Development of a self-report inventorying for assessing individual differences in learning processes. Applied Psychological Measurement, 1(3), 413-431. doi: 10.1177/014662167700100310
Silva-Laya, M. (2011). El primer año universitario. Un tramo crítico para el éxito académico. Perfiles Educativos, 33(número especial), 102-114.
Sims, R., & Sims, S. (1995). Learning enhancement in higher education. En R. Sims & S. Sims (Eds.), The importance of learning styles (pp. 1-25). London: Greenwood Press.
Snape, D., Kirkham, J., Preston, J., Popay, J., Britten, N., Collins, M.,… Jacoby, A. (2014). Exploring areas of consensus and conflict around values underpinning public involvement in health and social care research: a modified Delphi study. BMJ Open, 4(1), e004217. doi: 10.1136/bmjopen-2013-004217
Tait, H., Entwistle, N. J., & McCune, V. (1998). ASSIST. A reconceptualization of the Approaches to Studying Inventory. En C. Rust (Ed.), Improving students as learners (pp. 262-271). Oxford: Oxford Brookes University.
Timmerman, M. E., & Lorenzo-Seva, U. (2011). Dimensionality assessment of ordered polytomous items with parallel analysis. Psychological Methods, 16(2), 209-220. doi: 10.1037/a0023353
Torres-González, J., Acevedo-Correa, D., & Gallo-García, L. (2015). Causas y consecuencias de la deserción y repitencia escolar: una visión general en el contexto Latinoamericano. Cultura, Educación y Sociedad, 6(2), 157-187.
Tulving, E., & Donaldson, W. (1972). Organization of memory. New York: Academic Press.
Watkins, D., & Hattie, J. (1981). The internal structure and predictive validity of the Inventory of Learning Processes: Some Australian and Filipino data. Educational and Psychological Measurement, 41(2), 511–514. doi: 10.1177/001316448104100231