Propiedades psicométricas de la UWES-9S en estudiantes universitarios peruanos

dc.creatorDomínguez-Lara, Sergio Alexis
dc.creatorSánchez-Villena, Andy Rick
dc.creatorFernández-Arata, Manuel
dc.date.accessioned2020-07-31 13:38:05
dc.date.accessioned2023-01-23T15:43:37Z
dc.date.accessioned2023-06-05T16:26:15Z
dc.date.available2020-07-31 13:38:05
dc.date.available2023-01-23T15:43:37Z
dc.date.available2023-06-05T16:26:15Z
dc.date.created2020-07-31 13:38:05
dc.date.created2023-01-23T15:43:37Z
dc.date.issued2020-07-31
dc.identifier10.14718/ACP.2020.23.2.2
dc.identifier1909-9711
dc.identifier0123-9155
dc.identifierhttps://hdl.handle.net/10983/28487
dc.identifierhttps://doi.org/10.14718/ACP.2020.23.2.2
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/6647474
dc.description.abstractEl objetivo del presente estudio fue evaluar la dimensionalidad de la estructura interna de la versión para estudiantes de la Utrech Work Engagement Scale (UWES-9S), así como su asociación con la procrastinación académica en 321 estudiantes de psicología de una universidad privada de Cajamarca, Perú, con edades entre los 17 y los 41 años (79 % mujeres; Medad = 22.50 años; 84 % entre 17 y 25 años). Para esto, se administró la UWES-9S y la Escala de Procrastinación Académica (EPA), y se realizó un análisis factorial confirmatorio y bifactor para la UWES-9S, así como un análisis de regresión estructural para identificar la influencia de las dimensiones general y específicas del engagement sobre las dimensiones de la procrastinación académica. Como resultados, el modelo bifactor muestra una mejor definición del constructo, y la dimensión general del engagement presenta mayor influencia sobre las dimensiones de la procrastinación académica que las específicas. Al final se discuten las implicaciones teóricas y prácticas de los hallazgos, así como la necesidad de enfocarse en los recursos positivos de los estudiantes con el fin de que logren un mayor involucramiento en sus labores académicas.
dc.description.abstractThe objective of this study was to evaluate the internal structure dimensionality of the Utrech Work Engagement Scale – Student (UWES–9S) and its association with the academic procrastination reported by 321 psychology students from a private university in Cajamarca (Peru) ranging between 17 and 41 years old (79% women; Mage = 22.50 years; 84% between 17 and 25 years old). The UWES-9S and the Academic Procrastination Scale (APS) were used and both a confirmatory and a bifactor analysis were conducted on the UWES–9S, as well as a structural regression analysis that specified the influence of the general and specific dimensions of engagement on the dimensions of academic procrastination. Regarding the results, the bifactor model is the one that best defines the construct, whereas the general dimension of engagement has a greater influence on the dimensions of academic procrastination than the specific ones. The theoretical and practical implications of the findings are discussed, as well as the need to focus on the students’ positive resources in order to achieve greater involvement in their academic work.
dc.languageeng
dc.publisherUniversidad Católica de Colombia
dc.relationhttps://actacolombianapsicologia.ucatolica.edu.co/article/download/2924/3305
dc.relationhttps://actacolombianapsicologia.ucatolica.edu.co/article/download/2924/3378
dc.relationhttps://actacolombianapsicologia.ucatolica.edu.co/article/download/2924/3306
dc.relationhttps://actacolombianapsicologia.ucatolica.edu.co/article/download/2924/3380
dc.relationhttps://actacolombianapsicologia.ucatolica.edu.co/article/download/2924/3454
dc.relationNúm. 2 , Año 2020 : Acta Colombiana de Psicología
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dc.relationActa Colombiana de Psicología
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dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.rightshttps://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rightsActa Colombiana de Psicología - 2020
dc.sourcehttps://actacolombianapsicologia.ucatolica.edu.co/article/view/2924
dc.subjectAcademic engagement
dc.subjectAcademic procrastination
dc.subjectBifactor analysis
dc.subjectStructural regression
dc.subjectCollege students
dc.subjectEngagement académico
dc.subjectProcrastinación académica
dc.subjectAnálisis bifactor
dc.subjectRegresión estructural
dc.subjectEstudiantes universitarios
dc.titlePropiedades psicométricas de la UWES-9S en estudiantes universitarios peruanos
dc.typeArtículo de revista


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