Evaluación de factores determinantes en el rendimiento académico de estudiantes chinos en Cataluña: creación y validación de un cuestionario
DOI:
https://doi.org/10.31637/epsir-2024-1223Palabras clave:
rendimiento académico, evaluación educativa, estudios interculturales, validación psicométrica, aprendizaje autorregulado, modelo 3P de Biggs, intervención educativa, desarrollo de instrumentos educativosResumen
Introducción: El creciente número de estudiantes chinos en Cataluña enriquece la diversidad cultural de la región al tiempo que presenta desafíos educativos únicos que requieren intervenciones específicas. Metodología: Utilizando el modelo 3P de Biggs y la teoría del Aprendizaje Autorregulado, esta investigación desarrolló meticulosamente un cuestionario diseñado para explorar tanto los comportamientos subjetivos como los factores ambientales que impactan en el rendimiento académico. El estudio involucró una muestra representativa de 122 estudiantes de cinco universidades en Cataluña. Resultados: Los procesos de validación establecieron la alta fiabilidad del cuestionario y validaron su integridad estructural, convirtiéndolo en una herramienta efectiva para capturar las experiencias académicas de los estudiantes chinos. Discusión: Esta investigación destaca el logro en el desarrollo de un instrumento de medición fiable que captura eficazmente la interacción compleja de factores que influyen en el rendimiento estudiantil en entornos educativos multiculturales. Conclusiones: Los hallazgos subrayan el potencial de las estrategias educativas personalizadas para mejorar los resultados académicos, orientando futuras políticas educativas e intervenciones en contextos multiculturales.
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