Adaptación y validación transcultural al español del University Student Engagement Inventory

Hoffmann, Agustín Freiberg; Romero-Medina, Agustín; Curione, Karina; Marôco, João

doi:10.14349/rlp.2022.v54.21

Cited by 5 publications

(6 citation statements)

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“…Comparing the results of our study with those of Albornoz et al [51], who specifically focused on Engineering students in Chile using the USEI, the results from their study showed that the USEI had good psychometric properties and a three-factor solution. Similarly, in the study by Freiberg-Hoffmann et al [52], the USEI was adapted and validated in Spanish for use in Latin American countries. Their results showed that the adapted USEI had good psychometric properties, with a three-factor solution similar to the results in this study [52].…”

Section: Discussionmentioning

confidence: 99%

“…Additionally, the three factors of the constructed model showed good reliability. For example, a study was carried out with Chilean Engineering students [51], and another crosscultural validation was performed in Spanish, with Spanish, Argentinian, and Uruguayan students [52]. Moreover, a version of the USEI was validated with Turkish university students [53].…”

Section: Introductionmentioning

confidence: 99%

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Adaptation and Validation of the Arabic Version of the University Student Engagement Inventory (A-USEI) among Sport and Physical Education Students

Tannoubi

Quansah

Hagan

et al. 2023

Psych

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The present study validated the University Student Engagement Inventory (USEI) in the Arabic language (A) by assessing its factor structure, construct validity, reliability, and concurrent validity. A total of 864 Tunisian Physical Education and Sport students provided data which was used to perform exploratory and confirmatory factor analyses, using samples comprising 366 (aged 19–25 years) and 498 (aged 19–26 years) students, respectively. The A-USEI, grade-point average (GPA), and Physical Education Grit (PE–Grit) scales were completed via online surveys. The exploratory factor analysis revealed that the A-USEI had three dimensions. The confirmatory factor analysis indicated that the second-order model was more suitable than the first-order multi-factor model. Using the indicators for the second-order model, the three factors showed good reliability, with their average variance extracted (AVE) values reflecting sufficient validity. The correlation analyses between the two scales’ scores and the A-USEI scores showed a moderate correlation, confirming the adapted scale’s concurrent validity. The study concludes that A-USEI is a valid tool for assessing student engagement among Arabic students. In addition, the practical implications and directions for future research are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Adaptation and Validation of the Arabic Version of the University Student Engagement Inventory (A-USEI) among Sport and Physical Education Students

Tannoubi

Quansah

Hagan

et al. 2023

Psych

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“…La evidencia de validez externa fue testeada, arrojando resultados favorables en las correlaciones de Pearson con la escala de autoestima de Rosenberg (rses). El patrón de correlaciones observadas entre el FoMO y la autoestima, evaluada a través de la rses en este estudio, arrojó como resultado una correlación baja pero significativa, lo cual es consistente con lo reportado en estudios previos (Buglass, et al, 2017;Torres-Serrano, 2020;Freiberg-Hoffmann et al, 2022). De esta forma, nos proporciona evidencia de validez concordante con la dirección teóricamente prevista entre ambos constructos, sugiriendo que la autoestima disminuye cuanto mayor es el grado de FoMO.…”

Section: Discussionunclassified

Adaptación y validación al contexto argentino de la escala de Fear of Missing Out

Martin,

Simkin

2023

Av. Psicol. Latinoam.

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El presente trabajo se propone examinar las propiedades psicométricas de la adaptación al contexto argentino de la escala de fear of missing out (FoMO, miedo a perderse algo) en una muestra compuesta por residentes del Área Metropolitana de Buenos Aires (amba) (Argentina). La escala permite medir un único factor que establece el grado en que las personas se encuentran pendientes de las actividades ajenas en comparación con las propias. Del estudio participaron 416 personas con edades entre 18 y 66 años (M = 28.82) y de diferentes géneros (hombres = 25 %; mujeres = 75 %). Los análisis confirmatorios arrojaron valores superiores a 0.90 para los índices ifi, nnfi y cfi, y para el rmsea, valores inferiores a 0.08. La consistencia interna evaluada a partir de los estadísticos alfa ordinal y omega de McDonald fue aceptable (α = 0.77; ω = 0.99). La evidencia de validez externa de la escala demostró asociaciones significativas con la escala de autoestima de Rosenberg (rses), de manera consistente con estudios previos.

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“…On the grounds of the distinctions above described, comparing psychological variables acquires importance, resulting in several cross-cultural studies analyzing such constructs in undergraduates from different countries. Their findings offered major information on the similarities and differences in the students’ profiles and on the internal structures of the tests used in each country (Freiberg-Hoffmann et al, 2022; Martínez-Fernández & Vermunt, 2013; Pastor Seller et al, 2019).…”

Section: Present Studymentioning

confidence: 99%

Learning Approaches: Cross-Cultural Differences (Spain–Argentina) and Academic Achievement in College Students

Hoffmann

Romero-Medina

et al. 2023

Span. J. Psychol.

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Learning approaches describe the students’ degree of cognitive commitment to learning in diverse types of academic tasks and educational environments. Even though from a micro-level perspective different profiles of approaches have been identified in high-achievement undergraduates attending several majors, such profiles have not been examined from a macro-level approach in terms of distinct educational cultures. Therefore, the research involved two studies conducted on undergraduates from Argentina and Spain: The first one was aimed at analyzing the psychometric features of the Approaches and Study Skills Inventory for Students (ASSIST) whereas the second was focused on examining the learning approaches profiles of high and low achievers attending the same major (Psychology) in two different educational cultures (Spain and Argentina). The scale’s original internal structure, examined on a sample of 400 participants (50% Spanish), was verified except for one item, which was fatherly eliminated. The resulting structure was tested and proven verified in a new sample (N = 1,334; 58.3% Spanish) by confirmatory factor analysis, factorial invariance, and internal consistency studies. External validity evidence was examined as well. Additionally, norms to be used in the professional field were calculated. Profiles of learning approaches by academic achievement from each country were examined by latent class analysis. In both cases, high achievers reported higher and more frequent use of the Deep and Strategic approaches and lower and less frequent usage of the Surface one. Further studies should replicate these analyses in undergraduates attending other majors in order to test the hypothesis sustaining these findings’ generalization.

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Adaptación y validación transcultural al español del University Student Engagement Inventory

Cited by 5 publications

References 0 publications

Adaptation and Validation of the Arabic Version of the University Student Engagement Inventory (A-USEI) among Sport and Physical Education Students

Adaptation and Validation of the Arabic Version of the University Student Engagement Inventory (A-USEI) among Sport and Physical Education Students

Adaptación y validación al contexto argentino de la escala de Fear of Missing Out

Learning Approaches: Cross-Cultural Differences (Spain–Argentina) and Academic Achievement in College Students

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