Browsing by Author "Pérez, María Victoria"

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    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 Antonio
    El 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.
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    Psychometric Properties of the Self-Regulated Learning Inventory in Chilean University Students
    (2017) Bruna, Daniela; Pérez, María Victoria; Bustos, Claudio; Núñez, José Carlos
    This 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 population
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    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 Verónica
    The 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.

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