Research Outputs
PercepciĆ³n de estudiantes universitarios respecto al bienestar subjetivo, la inteligencia emocional y el optimismo
En el presente artĆculo se abordaron distintos factores socioemocionales y su relaciĆ³n con los Afectos Positivos (AP) y Afectos Negativos (AN) de estudiantes de dos universidades (N = 587) de la regiĆ³n del BiobĆo, Chile. A partir de una metodologĆa cuantitativa, se examinaron diferencias y relaciones de variables como la inteligencia emocional, la satisfacciĆ³n de vida, el optimismo y los afectos. Con el propĆ³sito de cuantificar las diferencias y relaciones entre las distintas variables examinadas, se procediĆ³ a realizar anĆ”lisis comparativos de diferencias a travĆ©s de la prueba t, el ANOVA y las correlaciones mediante el coeficiente de Pearson. AdemĆ”s, se realizaron modelos de regresiĆ³n mĆŗltiple con el mĆ©todo de pasos sucesivos o step wise para predecir los afectos de los estudiantes respecto a las distintas variables analizadas. Los principales resultados darĆan cuenta de que las mujeres presentan mayores puntuaciones en afectos negativos y los hombres en caracterĆsticas pesimistas. AdemĆ”s, se evidenciarĆa una relaciĆ³n significativa entre la inteligencia emocional, el optimismo de las mujeres y los afectos positivos, y en los hombres, se agregarĆa la satisfacciĆ³n de vida.
Analysis of psychometric properties and validation of the Personal Learning Environments Questionnaire (B-PLE) in higher education students
We are living through a cultural transition, characterized by technological disruption and the erosion of the modern ideology, which are redefining the behavior of citizens in their physical and digital spaces. Virtuality emerges as a new human dimension, making it necessary to rethink social and educational paradigms for a new two-dimensional citizen. In this context, the psychometric features and validation procedure of an instrument (B-PLE) for analyzing Personal Learning Environments (PLE) in students of higher education institutions in the BiobĆo Region of Chile are described. There were four phases to the validation method: (i) content validity, as determined by six experts in education and ICT; (ii) pilot test, with a non-probabilistic sample of 327 subjects; (iii) principal components analysis (PCA); and (iv) confirmatory factor analysis (CFA). The results of the dimensional analysis made it possible to define the structure of the new instrument, explaining 72% of the total variance. The reliability analysis yielded an alpha coefficient of 0.92. The confirmatory factor analysis showed fit indexes that support the proposed theoretical model. In conclusion, the instrument was composed of three latent variables: Open learning (OL), with six questions, Information management (IM), with two questions, and Knowledge creation and transfer (KCT), with three questions.