Autoconcepto en matemáticas y estadística en estudiantes de secundaria: diseño y validación de dos cuestionarios breves
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El autoconcepto académico ha sido estudiado con asiduidad en psicología y educación, considerándolo un predictor relevante de logro educativo. Los teóricos recomiendan que este constructo se evalúe diferenciando dominios específicos como la matemática, la estadística y otras áreas, para garantizar una valoración puntual y contextualizada. Este estudio fue desarrollado con el fin de diseñar y validar dos cuestionarios breves para estudiantes de secundaria, que evalúan dominios específicos de autoconcepto en matemáticas y estadística. A través de un diseño instrumental se construyó un banco de ítems que posteriormente configuraron cuestionarios breves de seis reactivos. Mediante dos estudios independientes con 326 y 381 participantes respectivamente, se probó la estructura factorial de los cuestionarios. El Análisis Factorial Confirmatorio identificó que ambos instrumentos muestran adecuadas propiedades psicométricas, con buenos índices de ajuste, así como alta consistencia interna. Este estudio pone al servicio de educadores, profesionales de la psicología e investigadores de estas y otras áreas afines, dos instrumentos breves de dominio específico de autoconcepto matemático y estadístico, de fácil comprensión, que permite un diligenciamiento rápido y eficiente, los cuales pueden ser de utilidad para la investigación aplicada.
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