Desarrollo de un cuestionario para evaluar las competencias psicosociales de los estudiantes de psicología previas a una experiencia de aprendizaje colaborativo
Abstract The purpose of this research is to develop a questionnaire that evaluates the psychosocial competencies that students who attend social psychology expect to acquire as a result of a collaborative project-based learning process. Its compilation responds to the need to measure psychosocial constructs that have barely been studied in the teaching of social psychology in an environment of collaborative learning. Moreover, its responds to the need of brief scales development to avoid redundancies and fatigue when responding. Socio-cognitive and affective studies were used as the basis for drafting a questionnaire that was administered to second-year undergraduates in Psychology. The sample consists of 203 students studying the compulsory subject Social Psychology. The average age of 20 years old. The questionnaire’s psychometric properties were studied by combining the perspective of the classic approach of the theory of tests and exploratory factor analysis with confirmatory factor analysis and biplot geometry. The items were specifically drafted for this research, taking into account a review of the literature on competencies among university students, the specific characteristics of the situation of practicals based on group projects. Psychometric analyses confirmed a multidimensional structure made up of six factors with high overall internal consistency: attitude toward social psychology, self-perception as a student, expectations on competencies, practical self-efficacy and emotional state. The questionnaire provides a reliable measure of the cognitive, attitudinal and affective-emotional competencies perceived by the students themselves that will significantly underscore their academic achievements and their professional careers. The questionnaire helps lecturers to understand what students think about their own level of competencies in order to manage a hands-on teaching project that responds to the subject’s purpose.
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Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28 (2), 117-148. - https://doi.org/10.1207/s15326985ep2802_3
Bandura, A. (2001). Guide for the construction of self-efficacy scales. http://ocw.unican.es/ciencias-de-la-salud/promocion-de-la-salud/otros-recursos-1/guia-para-la-construccion-de-escalas-de.
Barrachina, A.; Sanz, M. & Serrat, E. (2009). Una propuesta de renovación metodológica en el marco del Espacio Europeo de Ense-anza Superior: Los peque-os grupos de investigación cooperativos. [A proposal for methodological renewal in the framework of the ehea: small cooperative research groups]. reifop, 12 (3), 111-126. http://www.aufop. com/aufop/revistas/arta/digital/138/1259/.
Boekaerts, M. & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18, 199-210. - https://doi.org/10.1007/s10648-006-9013-4
Browne, M. N. & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen, & J. S. Long (Eds.). Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
Ca-abate, D.; Aymerich, M.; Falgàs, M. & Gras, M. E. (2014). Metodologías docentes. Motivación y aprendizaje percibidos por los estudiantes universitarios. [Teaching methodologies. Motivation and learning perceived by university students]. Educar, 50 (2), 427-441.
Cheong, F. (2008). Using a problem-based learning approach to teach an intelligent systems course. Journal of Information Technology Education, 7, 47-60. - https://doi.org/10.28945/178
Dewey, J. (1938). Experience and education. New York: Collier Books.
Dochy, F.; Segers, M.; Den Bossche, V. & Struyven, K. (2005). Students' perceptions of a powerful learning environment. Learning Environments Research: and International Journal, 8 (1), 41-66. - https://doi.org/10.1007/s10984-005-7948-x
Duarte, J. (2003). Ambientes de aprendizaje. Una aproximación conceptual [Learning environments. A conceptual approach]. Estudios Pedagógicos, 29. doi: http://dx.doi.org/10.4067/S0718-07052003000100007. - https://doi.org/10.4067/S0718-07052003000100007
Duschl, R. A. (1990). Restructuring science education. The importance of theories and their development. Columbia University, Teachers College.
Falanga, R.; De Caroli, M. E. & Sagone, E. (2014). Self-efficacy beliefs and representation of self and psychology: a longitudinal study with psychology university students. Social and Behavioral Sciences, 140, 295-299. - https://doi.org/10.1016/j.sbspro.2014.04.423
Ferla, J.; Valcke, M. & Cai, Y. (2009). Academic self-efficacy and academic self-concept: reconsidering structural relationships. Learning and Individual Differences, 19, 499-505. - https://doi.org/10.1016/j.lindif.2009.05.004
Fernández, L.; González, A. & Trianes, M. V. (2015). Relaciones entre estrés académico, apoyo social, optimismo-pesimismo y autoestima en estudiantes universitarios [Relationships between academic stress, social support, optimis-pessimism and self-esteem in university studentes]. Electronic Journal of Research in Educational Psychology, 13 (1), 111-130.
Gabriel, K. R. (1971). The biplot graphic display of matrices with application to principal component analysis. Biometrika, 58 (3), 453-467. - https://doi.org/10.1093/biomet/58.3.453
Galindo, M. P. (1986). Una alternativa de representación simultánea: hj-Biplot [An alternative of simulteous representation hj-Biplot]. Questiió, 10, 13-23.
García, C. E.; Gallo, A. P. & Miranda, R. (1998). Bondad de ajuste en el análisis factorial confirmatorio [Goodness of fit in confirmatory factor analysis]. Psicothema, 10 (3), 717-724.
González, M. L. (2010). Autoeficacia percibida y desempe-o académico en estudiantes universitarios [Perceived self-efficacy and academic performance in university students]. Congreso Iberoamericano de Educación. Buenos Aires. Septiembre. http://www.chubut.edu.ar/descargas/secundaria/congreso/ACCESO/RLE2870_Gonzalez.pdf.
Green, R. A.; Conlon, E. G. & Morrissey, S. A. (2016). Task values and self-efficacy beliefs of undergraduate psychology students. Australian Journal of Psychology. doi: 10.1111/ajpy.12125. - https://doi.org/10.1111/ajpy.12125
Gross, M. & Latham, D. (2009). Undergraduate perceptions of information literacy: defining, attaining, and self-assessing skills. College & Research Libraries, 70 (4), 336-350. - https://doi.org/10.5860/0700336
Kassin, S. M.; Fein, S. & Markus, H. R. (2001). Social Psychology (8th ed.). Belmont, ca: Wadsworth.
Londo-o, C.; Hernández, L. M.; Alejo, I. E. & Pulido, D. (2013). Dise-o y validación de la escala de optimismo disposicional/pesimismo eop [Design and validation of the dispositional optimis/pessimism scale]. Universitas Psychologica, 12 (1), 139-155.
Marsh, H. W.; Hau, K. T. & Wen, Z. (2004). In search of golden rules: comment on hypothesis testing approaches to setting cut-off values for fit indexes and dangers in overgeneralizing Hu and Bentler's (1999) findings. Structural Equation Modeling, 11, 320-341. - https://doi.org/10.1207/s15328007sem1103_2
Mastache, A. (2009). Formar personas competentes. Desarrollo de competencias tecnológicas y psicosociales [Train competent people. Development of technological and psychosocial skills]. Novedades Educativas. Buenos Aires: México.
Moffat, K. J.; McConnachie, A.; Ross, S. & Morrison, J. M. (2004). First year medical student stress and coping in a problem-based learning medical curriculum. Medical Education, 38 (5), 482-491. - https://doi.org/10.1046/j.1365-2929.2004.01814.x
Neuville, S.; Frenay, M. & Bourgeois, E. (2007). Task value, self-efficacy and goal orientations: impact on self-regulated learning, choice and performance among university students. Psychologica Belgica, 47 (1-2), 95-117. - https://doi.org/10.5334/pb-47-1-95
Niculescu, A. C.; Tempelaar, D.; Leppink, J.; Dailey-Hebert, A.; Segers, M. & Gijselaers, W. (2015). Feelings and performance in the first year at university: learning-related emotions as predictors of achievement outcomes in mathematics and statistics. Electronic Journal of Research in Educational Psychology, 13 (3), 431-462. - https://doi.org/10.14204/ejrep.37.15012
Paoloni, P. V. & Bonetto, V. A. (2013). Creencias de autoeficacia y rendimiento académico en estudiantes universitarios [Beliefs of self-efficacy and academic achievement in university studentes]. Revista PsicologiaCientifica.com, abril. http://www.psicologiacientifica.com/creencias-de-autoeficacia-y-rendimiento-academico/.
Pekrun, R. (2006). The control-value theory of achievement emotions: assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18 (4), 315-341. - https://doi.org/10.1007/s10648-006-9029-9
Pekrun, R.; Goetz, T.; Frenzel, A. C.; Barchfedl, P. & Perry, R. P. (2011). Measuring emotions in students' learning and performance; the achievement emotions questionaire (aeq). Contemporary Educational Psychology, 36 (1), 36-48. - https://doi.org/10.1016/j.cedpsych.2010.10.002
Richardson, M.; Abraham, C. & Bond, R. (2012). Psychological correlates of university students' academic performance: a systematic review and meta-analysis. Psychological Bulletin, 138 (2), 353-387. doi: 10.1037/a0026838. - https://doi.org/10.1037/a0026838
Rocard, M.; Csermely, P.; Jorde, D.; Lenzen, D.; Walwerg-Henriksson, H. & Hemmo, V. (2007). Science education now: A renewed pedagogy for the future of Europe. Report of European Commission. http://ec.europa.eu/research/science-society/document_library/pdf_06/report-rocard-on-science-education_en.pdf.
Rué, J. (2007). Ense-ar en la universidad: el eees como reto para la educación superior [Teaching in the university: the ehea as a challenge for higher education]. Madrid: Narcea.
Sagone, E. & De Caroli, M. E. (2014). Locus de control and academic self-efficacy in university students: the effects of self-concepts. Procedia-Social and Behavioral Sciences, 114, 222-228. - https://doi.org/10.1016/j.sbspro.2013.12.689
Salanova, M.; Martínez, I. M.; Bresó, E.; Llorens, S. & Grau, R. (2005). Bienestar psicológico en estudiantes universitarios: facilitadores y obstaculizadores del desempe-o académico [Psychological well-being in university students: facilitators and obstacles to academic performance]. Anales de Psicología, 21 (1), 170-180.
Serra, J. A. (2010). Autoeficacia y rendimiento académico en estudiantes universitarios [Self-efficacy and academic achievement in university students]. Revista Griot, 3 (2), 37-45. http://repositorio.upr.edu:8080/jspui/bitstream/10586 %20/431/1/2010030204.pdf.
Vicario, A. & Smith, I. (2012). Cambio de la percepción de los estudiantes sobre su aprendizaje en un entorno de ense-anza basada en la resolución de problemas [Changing the perception of students about their learning in a problem-based teaching environment]. Revista Electrónica de Ense-anza de las Ciencias, 11 (1), 59-75.
Vicente-Villardón, J. L. (2015). multbiplot: A package for multivariate analysis using Biplots. Departamento de Estadística. Universidad de Salamanca. http://biplot.usal.es/ClassicalBiplot/index.html.
Wheaton, B.; Muthén, B.; Alwin, D. F. & Summers, G. F. (1975). Assessing reliability and stability in panel models. Sociological Methodology, 8, 84-136. - https://doi.org/10.2307/270754
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28 (2), 117-148. - https://doi.org/10.1207/s15326985ep2802_3
Bandura, A. (2001). Guide for the construction of self-efficacy scales. http://ocw.unican.es/ciencias-de-la-salud/promocion-de-la-salud/otros-recursos-1/guia-para-la-construccion-de-escalas-de.
Barrachina, A.; Sanz, M. & Serrat, E. (2009). Una propuesta de renovación metodológica en el marco del Espacio Europeo de Ense-anza Superior: Los peque-os grupos de investigación cooperativos. [A proposal for methodological renewal in the framework of the ehea: small cooperative research groups]. reifop, 12 (3), 111-126. http://www.aufop. com/aufop/revistas/arta/digital/138/1259/.
Boekaerts, M. & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18, 199-210. - https://doi.org/10.1007/s10648-006-9013-4
Browne, M. N. & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen, & J. S. Long (Eds.). Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
Ca-abate, D.; Aymerich, M.; Falgàs, M. & Gras, M. E. (2014). Metodologías docentes. Motivación y aprendizaje percibidos por los estudiantes universitarios. [Teaching methodologies. Motivation and learning perceived by university students]. Educar, 50 (2), 427-441.
Cheong, F. (2008). Using a problem-based learning approach to teach an intelligent systems course. Journal of Information Technology Education, 7, 47-60. - https://doi.org/10.28945/178
Dewey, J. (1938). Experience and education. New York: Collier Books.
Dochy, F.; Segers, M.; Den Bossche, V. & Struyven, K. (2005). Students' perceptions of a powerful learning environment. Learning Environments Research: and International Journal, 8 (1), 41-66. - https://doi.org/10.1007/s10984-005-7948-x
Duarte, J. (2003). Ambientes de aprendizaje. Una aproximación conceptual [Learning environments. A conceptual approach]. Estudios Pedagógicos, 29. doi: http://dx.doi.org/10.4067/S0718-07052003000100007. - https://doi.org/10.4067/S0718-07052003000100007
Duschl, R. A. (1990). Restructuring science education. The importance of theories and their development. Columbia University, Teachers College.
Falanga, R.; De Caroli, M. E. & Sagone, E. (2014). Self-efficacy beliefs and representation of self and psychology: a longitudinal study with psychology university students. Social and Behavioral Sciences, 140, 295-299. - https://doi.org/10.1016/j.sbspro.2014.04.423
Ferla, J.; Valcke, M. & Cai, Y. (2009). Academic self-efficacy and academic self-concept: reconsidering structural relationships. Learning and Individual Differences, 19, 499-505. - https://doi.org/10.1016/j.lindif.2009.05.004
Fernández, L.; González, A. & Trianes, M. V. (2015). Relaciones entre estrés académico, apoyo social, optimismo-pesimismo y autoestima en estudiantes universitarios [Relationships between academic stress, social support, optimis-pessimism and self-esteem in university studentes]. Electronic Journal of Research in Educational Psychology, 13 (1), 111-130.
Gabriel, K. R. (1971). The biplot graphic display of matrices with application to principal component analysis. Biometrika, 58 (3), 453-467. - https://doi.org/10.1093/biomet/58.3.453
Galindo, M. P. (1986). Una alternativa de representación simultánea: hj-Biplot [An alternative of simulteous representation hj-Biplot]. Questiió, 10, 13-23.
García, C. E.; Gallo, A. P. & Miranda, R. (1998). Bondad de ajuste en el análisis factorial confirmatorio [Goodness of fit in confirmatory factor analysis]. Psicothema, 10 (3), 717-724.
González, M. L. (2010). Autoeficacia percibida y desempe-o académico en estudiantes universitarios [Perceived self-efficacy and academic performance in university students]. Congreso Iberoamericano de Educación. Buenos Aires. Septiembre. http://www.chubut.edu.ar/descargas/secundaria/congreso/ACCESO/RLE2870_Gonzalez.pdf.
Green, R. A.; Conlon, E. G. & Morrissey, S. A. (2016). Task values and self-efficacy beliefs of undergraduate psychology students. Australian Journal of Psychology. doi: 10.1111/ajpy.12125. - https://doi.org/10.1111/ajpy.12125
Gross, M. & Latham, D. (2009). Undergraduate perceptions of information literacy: defining, attaining, and self-assessing skills. College & Research Libraries, 70 (4), 336-350. - https://doi.org/10.5860/0700336
Kassin, S. M.; Fein, S. & Markus, H. R. (2001). Social Psychology (8th ed.). Belmont, ca: Wadsworth.
Londo-o, C.; Hernández, L. M.; Alejo, I. E. & Pulido, D. (2013). Dise-o y validación de la escala de optimismo disposicional/pesimismo eop [Design and validation of the dispositional optimis/pessimism scale]. Universitas Psychologica, 12 (1), 139-155.
Marsh, H. W.; Hau, K. T. & Wen, Z. (2004). In search of golden rules: comment on hypothesis testing approaches to setting cut-off values for fit indexes and dangers in overgeneralizing Hu and Bentler's (1999) findings. Structural Equation Modeling, 11, 320-341. - https://doi.org/10.1207/s15328007sem1103_2
Mastache, A. (2009). Formar personas competentes. Desarrollo de competencias tecnológicas y psicosociales [Train competent people. Development of technological and psychosocial skills]. Novedades Educativas. Buenos Aires: México.
Moffat, K. J.; McConnachie, A.; Ross, S. & Morrison, J. M. (2004). First year medical student stress and coping in a problem-based learning medical curriculum. Medical Education, 38 (5), 482-491. - https://doi.org/10.1046/j.1365-2929.2004.01814.x
Neuville, S.; Frenay, M. & Bourgeois, E. (2007). Task value, self-efficacy and goal orientations: impact on self-regulated learning, choice and performance among university students. Psychologica Belgica, 47 (1-2), 95-117. - https://doi.org/10.5334/pb-47-1-95
Niculescu, A. C.; Tempelaar, D.; Leppink, J.; Dailey-Hebert, A.; Segers, M. & Gijselaers, W. (2015). Feelings and performance in the first year at university: learning-related emotions as predictors of achievement outcomes in mathematics and statistics. Electronic Journal of Research in Educational Psychology, 13 (3), 431-462. - https://doi.org/10.14204/ejrep.37.15012
Paoloni, P. V. & Bonetto, V. A. (2013). Creencias de autoeficacia y rendimiento académico en estudiantes universitarios [Beliefs of self-efficacy and academic achievement in university studentes]. Revista PsicologiaCientifica.com, abril. http://www.psicologiacientifica.com/creencias-de-autoeficacia-y-rendimiento-academico/.
Pekrun, R. (2006). The control-value theory of achievement emotions: assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18 (4), 315-341. - https://doi.org/10.1007/s10648-006-9029-9
Pekrun, R.; Goetz, T.; Frenzel, A. C.; Barchfedl, P. & Perry, R. P. (2011). Measuring emotions in students' learning and performance; the achievement emotions questionaire (aeq). Contemporary Educational Psychology, 36 (1), 36-48. - https://doi.org/10.1016/j.cedpsych.2010.10.002
Richardson, M.; Abraham, C. & Bond, R. (2012). Psychological correlates of university students' academic performance: a systematic review and meta-analysis. Psychological Bulletin, 138 (2), 353-387. doi: 10.1037/a0026838. - https://doi.org/10.1037/a0026838
Rocard, M.; Csermely, P.; Jorde, D.; Lenzen, D.; Walwerg-Henriksson, H. & Hemmo, V. (2007). Science education now: A renewed pedagogy for the future of Europe. Report of European Commission. http://ec.europa.eu/research/science-society/document_library/pdf_06/report-rocard-on-science-education_en.pdf.
Rué, J. (2007). Ense-ar en la universidad: el eees como reto para la educación superior [Teaching in the university: the ehea as a challenge for higher education]. Madrid: Narcea.
Sagone, E. & De Caroli, M. E. (2014). Locus de control and academic self-efficacy in university students: the effects of self-concepts. Procedia-Social and Behavioral Sciences, 114, 222-228. - https://doi.org/10.1016/j.sbspro.2013.12.689
Salanova, M.; Martínez, I. M.; Bresó, E.; Llorens, S. & Grau, R. (2005). Bienestar psicológico en estudiantes universitarios: facilitadores y obstaculizadores del desempe-o académico [Psychological well-being in university students: facilitators and obstacles to academic performance]. Anales de Psicología, 21 (1), 170-180.
Serra, J. A. (2010). Autoeficacia y rendimiento académico en estudiantes universitarios [Self-efficacy and academic achievement in university students]. Revista Griot, 3 (2), 37-45. http://repositorio.upr.edu:8080/jspui/bitstream/10586 %20/431/1/2010030204.pdf.
Vicario, A. & Smith, I. (2012). Cambio de la percepción de los estudiantes sobre su aprendizaje en un entorno de ense-anza basada en la resolución de problemas [Changing the perception of students about their learning in a problem-based teaching environment]. Revista Electrónica de Ense-anza de las Ciencias, 11 (1), 59-75.
Vicente-Villardón, J. L. (2015). multbiplot: A package for multivariate analysis using Biplots. Departamento de Estadística. Universidad de Salamanca. http://biplot.usal.es/ClassicalBiplot/index.html.
Wheaton, B.; Muthén, B.; Alwin, D. F. & Summers, G. F. (1975). Assessing reliability and stability in panel models. Sociological Methodology, 8, 84-136. - https://doi.org/10.2307/270754
Vega Rodríguez, M. T., & Sánchez, M. (2018). Desarrollo de un cuestionario para evaluar las competencias psicosociales de los estudiantes de psicología previas a una experiencia de aprendizaje colaborativo. Enseñanza & Teaching: Interuniversity Journal of Didactic, 36(2), 31–50. https://doi.org/10.14201/et20183623150
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