Browsing by Author "Bustos, Claudio"
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Publication Adaptación y Validación de un Índice para la Promoción del Aprendizaje Autorregulado en Educación Superior(2024) Bruna, Daniela; Pérez, María Victoria; Bustos, Claudio; Sánchez-Oñate, Alejandro AntonioEl presente artículo reporta un estudio psicométrico que buscó construir, adaptar y validar instrumentos para la medición de los conocimientos de autorregulación del aprendizaje, autoeficacia docente y prácticas de fomento de autorregulación del aprendizaje por parte de docentes universitarios. Esto se llevó a cabo mediante un diseño instrumental. Participaron 208 docentes de universidades privadas de la región del Biobío, Chile. Se aplicó un conjunto de tres instrumentos: el Cuestionario de Conocimiento sobre la Autorregulación del Aprendizaje, la Escala de Autoeficacia Docente y el Cuestionario de Prácticas para el Fomento de la Autorregulación del Aprendizaje. Los resultados muestran que el modelo de medición presenta un buen ajuste respecto del modelo teórico, con propiedades psicométricas de confiabilidad y validez de constructo adecuadas. Así, se constituye como el primer estudio en proporcionar evidencia conjunta de estas tres escalas para su uso en el contexto de instituciones de educación superior en Chile.Item Análisis de pruebas escritas bajo los principios de la evaluación auténtica. Estudio comparativo entre carreras de la salud y otras carreras de dos universidades de la Región del Biobío(2018) Villarroel, Verónica; Bruna, Daniela; Bustos, Claudio; Bruna, Carola; Márquez, CarolinaBackground: Learning assessment has great impact in students ́ achieve- ment. However, it is one of the least intervened and researched areas in higher education institutions, all over the world. Aim: To compare the written tests applied to students of three health science undergraduate programs (Speech The- rapy, Medical Technology and Nursing), with the written tests of three programs of other areas (Business and Administration, Psychology and Bioengineering). Material and Methods: Comparisons were done using the Authentic Assessment Model ́s indicators. Also, the magnitude of the change in these variables was evaluated in these two groups of undergraduate programs, after the participa- tion of the teachers in a training program based on this model. A quantitative and repeated measurements design was used. Nineteen teachers participated (nine from medical sciences and 10 from other areas), who drafted 88 written tests before the intervention (which involved 1,318 items) and 93 written tests (that grouped 1,051 items) after it. Items were analyzed using a Hierarchical Lineal Model (HLM), controlling the tests ́ and the teachers ́ effects. Results: Both groups of undergraduate programs use multiple choice items with a higher frequency, although there were differences in the rest of the items. Also, HLM analysis showed that these programs differed in their changes after the inter- vention. Health science programs had less improvement in changing the kind of items used, but improved more in Authentic Assessment indicators. Conclusions: Written tests improved after an intervention aiming to improve the teachers’ skills to prepare such tests.Item Changing the Quality of Teachers’ Written Tests by implementing an Authentic Assessment Teachers’ Training Program(2021) Villarroel, Verónica; Bruna, Daniela; Brown, Gavin T. L.; Bustos, ClaudioThis case study aimed to change the construction of teachers’ written tests so that items were designed to assess competencies in an authentic and challenging way. A small group of five psychology teachers participated in 10 sessions of an authentic assessment faculty-training program, to learn to assess problem-solving competencies for situations typically faced by professionals in the workplace. The authentic assessment training emphasized the incorporation of three main characteristics: (1) inclusion of a realistic context, (2) measurement of higher order thinking skills, and (3) development of evaluative judgment, concerning the quality of their own performance. Post-training the items´ construction was analysed, according to their type and authenticity. Mixed effects logistic regression showed a statistically significant increase in open-response items, and two-way ANOVA indicated that cognitive challenge improved. The results showed written tests had: a) more open-response items of higher cognitive complexity, b) fewer items requiring closed, memorized responses, c) more use of realistic contexts to measure knowledge in a situated way, and d) improvement in curriculum alignment of tests and greater consistency in measuring competencies. These advances validate the authentic-assessment training program for a better written assessment design.Item Design and Study of the Psychometric Properties of a Professors’ Expectations of Virtual University Education Questionary(2022) Lobos, Karla; Cobo-Rendón, Rubia; Bustos, Claudio; Bruna, Carola; Arias Hidalgo, NelsonThis work describes the design and validation of a questionnaire to assess the expectations of higher education professors regarding virtual education (CEDVES). The sample included 546 professors, 299 men (54.66%) and 247 women (45.23%), from different scientific disciplines of a university in Chile. The final version consisted of 38 items answered using a five-point Likert scale. Nine factors were identified from the exploratory factor analysis. This configuration accounts for 75% of the variance. The structure of the instrument was studied using confirmatory factor analysis. It was found that nine factors produced a good fit, derived from a hierarchical solution in which all these factors depend on a factor of second general order. Each of the scales, like the general factor, present good indicators of reliability. The analysis indicates that this questionnaire has adequate validation and could be broadly used in higher education.Item Promoting ASC in the primary education classroom: The role of teacher training(2022) Lobos, Karla; Bustos, Claudio; Saez-Delgado, Fabiola; Cobo-Rendon, Rubia; Bruna, CarolaThe purpose of this research was to study the effect of the changes in the strategies to stimulate self-concept used by teachers, that received training, in the academic self-concept of its students. A quasi-experimental design with pre- and post-application measures was used. A total of 36 secondary school teachers and 814 students participated. The program consisted of four months of workshop sessions and accompaniment in the classroom. It was found that changes in the teaching strategies mediated the effect of the intervention on students’ self-concept. In addition, the change in the students’ type of self-concept depended on the change in the teachers’ specific strategies. In conclusion, the training program designed for stimulating academic self-concept was effective in promoting strategies in teachers that increased student’s self-concept. Thus, it can be concluded that the intervention is an approachable methodology to support the development of self-concept, potentially impacting students’ academic success. The findings contribute to the design of future interventions in school contexts for the improvement of students’ self-concept.Item Propiedades Psicométricas del Inventario SISCO-II de Estrés Académico(2020) Castillo-Navarrete, Juan Luis; Guzmán-Castillo, Alejandra; Bustos, Claudio; Zavala, Walter; Vicente P., BenjamínEstrés académico, proceso multifactorial complejo que alcanza sus grados más elevados a nivel universitario y que para realizar intervenciones efectivas, necesita de instrumentos válidos y fiables para medirlo. El objetivo de este trabajo fue evaluar las propiedades psicométricas de una versión adaptada del inventario SISCO del estrés académico, denominada SISCO-II, destinada a medir estrés académico en estudiantes universitarios. Se aplicó el instrumento a 1.126 estudiantes universitarios de tres universidades chilenas. El análisis factorial confirmatorio mostró buen ajuste a la estructura propuesta de cuatro factores (Estresores, Reacciones físicas y psicológicas, Reacciones del comportamiento social y Afrontamiento). La medida de estrés académico queda constituida por estresores, reacción total (Reacciones físicas, psicológicas y del comportamiento social) y estrategias de afrontamiento. Los resultados avalan la utilidad de SISCO-II para uso diagnóstico y evaluación de intervenciones, siendo una escala válida y confiableItem Psychometric Properties of the Self-Regulated Learning Inventory in Chilean University Students(2017) Bruna, Daniela; Pérez, María Victoria; Bustos, Claudio; Núñez, José CarlosThis article presents the psychometric properties analysis of the Self-Regulated Learning Inventory, in Chilean university students. To achieve this aim, the instrument was applied to 780 subjects, in their first year of studies, which belong to different undergraduate programs. Data analysis was carried out using exploratory and confirmatory factor analysis. The results of both procedures showed a bifactor structure, with one general factor of self-regulation, and 3 subfactors (Forethought, Perfomance, Self-reflection), consistent with the theory. In addition, all the factors evidence adequate reliability indexes. It is concluded that IPAA is valid and reliable questionnaire, which can be applied to this populationPublication The impact of a university teacher training program promoting self-regulated learning on teacher knowledge, self-efficacy, and practices(2023) Bruna, Daniela; Pérez, María Victoria; Bustos, Claudio; Villarroel VerónicaThe aim of this study was to assess the impact of a teaching training program on teachers’ knowledge, self-efficacy, and teaching practices. A 21-h program was developed to enhance self-regulated learning in higher education students, focusing on planning, teaching, and assessment practices. The research design employed a quasi-experimental approach, utilizing pre- and post-tests with an experimental group and a control group. The experimental group consisted of 32 teachers, while the control group comprised 28 teachers. The results obtained from a Linear Multi-level Model analysis revealed the following findings: (1) the training program did not have a significant impact on the participants’ knowledge; (2) there was a significant positive effect on overall teacher self-efficacy, with the Health Sciences and Psychology faculties demonstrating higher levels of selfefficacy compared to other faculties; and (3) the training program significantly improved teaching practices for the promotion of self-regulated learning, with no significant differences observed between faculties.