Evaluación de factores determinantes en el rendimiento académico de estudiantes chinos en Cataluña: creación y validación de un cuestionario

Muyang Zhu; Xin Xu

doi:10.31637/epsir-2024-1223

Authors

Muyang Zhu University of Lleida https://orcid.org/0009-0008-6720-4792
Xin Xu University of Lleida

DOI:

https://doi.org/10.31637/epsir-2024-1223

Keywords:

academic performance, educational assessment, intercultural tudies, Psychometric validation, self-regulated Learning, Biggs’ 3P Model, educational intervention, development of educational instruments

Abstract

Introduction: The increased presence of Chinese students in Catalonia not only enriches the region's cultural diversity but also introduces complex educational challenges that necessitate tailored approaches. Methodology: Leveraging Biggs' 3P model and the Self-Regulated Learning (SRL) theory, this study meticulously developed a questionnaire tailored to assess both subjective behaviors and environmental influences on academic performance. It engaged 122 students from five different universities across Catalonia, ensuring a broad representation. Results: The comprehensive validation process confirmed the questionnaire's high reliability and the efficacy of its factor structure in accurately capturing the academic dynamics among Chinese students. Discussions: The significance of this research lies in its successful creation of a robust and reliable measurement tool, essential for evaluating educational strategies within diverse learning environments. It underscores the need for educational policies that are cognizant of and responsive to the complex interplay of cultural and personal factors affecting students. Conclusions: This study offers substantial insights into improving academic success rates through tailored educational strategies, paving the way for more inclusive and effective educational practices in multicultural settings.

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Author Biographies

Muyang Zhu, University of Lleida

D. student, completing studies at the Faculty of Education, Psychology and Social Work at the University of Lleida. After completing her undergraduate training in Spanish Linguistics at Nanjing University, China, and her Master's programme at the University of Alcalá, benefiting from intercultural training and the development of intercultural identities, she has focused on intercultural education issues, during which time she completed her stay at the University of Bologna and the University of Barcelona and published her thesis.

Xin Xu, University of Lleida

D. student, she completed her studies at the Faculty of Education, Psychology and Social Work at the University of Lleida. She has published three articles in academic journals and completed her studies and published a thesis at the University of Rome III.

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