Análisis psicométrico del Cuestionario de Autorregulación del Aprendizaje en estudiantes de Psicología de una universidad privada de Arequipa

Abstract

En el presente estudio de corte psicométrico, se analiza la validez y confiabilidad del Cuestionario de Autorregulación del Aprendizaje en una muestra de 151 estudiantes universitarios de la carrera de Psicología de una universidad privada de la ciudad de Arequipa. Se realizaron los cálculos con el análisis factorial exploratorio y el método de consistencia interna, para la validez y la confiabilidad, respectivamente. Los resultados indican que la prueba tiene una estructura de dos factores, similar a la reportada en estudios previos que han confirmado la estructura bifactorial de la versión original.

Ten years of the Peruvian Society of the History of Psychology.

“…A characteristic feature of this period is a greater attention to various actors in Peruvian psychology who have made relevant contributions, but have not been reviewed in depth within a more traditional view, such as Hans Hahn (Orbegoso, 2011), Federico León (Caycho, 2012), Pedro Zulen, (Caycho, 2015), Joseph MacKnight (Orbegoso, 2016b), Ernesto Pollitt (Arias Gallegos, 2016b), Deán Valdivia (Arias Gallegos, 2018a), Belén Salvatierra (Arias Gallegos, 2019a), Carlos Cueto (Arias Gallegos, 2020), César Augusto Guardia Mayorga (Arias Gallegos, 2021), and Carlos Alberto Seguín (Arias Gallegos et al, 2021). In addition, there is a greater dissemination of historical facts that have been obviated in Alarcón’s historiographical version, such as the first psychology laboratories in Peru (Orbegoso, 2015a, 2018) and the advances of psychology in other regions of the country (Arias Gallegos, 2010, 2014, 2014, 2018b; Orbegoso, 2021; Paredes, 2019). In this decade, bibliometric studies that are also important, unlike past decades, take into account psychology journals published in the interior of the country (Arias Gallegos et al, 2017; Barboza-Palomino et al, 2017; Caycho et al, 2017; Mejia-Velarde & Salazar-Alvarez, 2018), this as a consequence of the emergence of new psychology journals in regions such as Arequipa and Trujillo, which were consolidated over time.…”

“…In Latin America, the history of psychology began in Argentina thanks to the work of the educator and politician Ítalo Américo Foradori (1905–1968), who, between 1935 and 1954, published 13 historiographical works, his best-known article being La psicología en América (Gallegos, 2018). Also, in those years, two reports on the early developments of psychology in South America were published in the Psychological Bulletin, written by Beebe-Center and McFarland (1941), and by Hall (1946), which analyzed the incipient institutionalization of psychology in countries such as Argentina, Brazil, Chile, Colombia, Ecuador, Paraguay, Peru, Uruguay, and Venezuela.…”

“…This project is fundamental, because in the country of the 60 universities in which psychology is taught, only four have professors who have some degree of specialization in the subject, either by their training or by their academic production. This is a worrying issue because part of the problem regarding a deficient training in the history of psychology at the undergraduate level is that there are no professors in Peru with a real academic vocation for the history of psychology, which has, as a consequence, the dissemination of celebratory or mythical versions of the history of psychology, not only globally, but also nationally (Arias Gallegos, 2010, 2018b). In that sense, much of what has been written as part of the production of the members of the SPHP has made it possible to break the subjective and internalist vision of psychology, toward a more critical and objective perspective; as well as the diversification of the historiographical topics investigated that consider new characters of historical relevance for psychology and the institutional developments of psychology in other regions of the country beyond the capital.…”

Psychometric Evidence of a Measure of General Self-Efficacy in Peruvian Schoolchildren: Internal Structure, Reliability and Factorial Invariance and Proposal of a Brief Version

“…Although, on the other hand, the internal consistency indices were higher for the 20-item version, both with Cronbach's alpha test and McDonald's Omega test, the abbreviated version also obtained adequate reliability indices. Therefore, its use can be suggested in educational contexts to assess self-efficacy as a valid and reliable measure of cognitive functioning of schoolchildren in the city of Arequipa, and in relation to other associated variables such as metacognitive skills (Bandura, 2009), academic achievement motivation , learning styles (Laffita & Guerrero, 2017), self-regulated learning (Arias et al, 2020), etc.…”