Escala de Conductas Académicas Positivas (ECAP): Construcción y Validación en Estudiantes Universitarios.
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| Title: | Escala de Conductas Académicas Positivas (ECAP): Construcción y Validación en Estudiantes Universitarios. |
|---|---|
| Alternate Title: | Positive Academic Behaviors Scale (PABS): Construction and Validation in University Students. |
| Authors: | Zumárraga-Espinosa, Marcos1 mzumarraga@ups.edu.ec |
| Source: | Electronic Journal of Research in Educational Psychology. sep2025, Vol. 23 Issue 66, p451-478. 56p. |
| Subject Terms: | *Exploratory factor analysis, *Psychological tests, *Classical test theory, *Reproducible research, *Student engagement, *College students, Model validation |
| Abstract (English): | Introduction. Positive academic behaviors are defined as those behaviors and practices through which students construct and demonstrate their learning during the educational process, encompassing the set of student activities through which academic work is normally materialized. While the relevance of this non-cognitive factor for academic achievement is well established in the literature, a methodological gap persists regarding the availability of validated instruments for its measurement. Given this, the present instrumental work reports the process of construction and initial validation of the Positive Academic Behavior Scale (PABS). Method. The psychometric evaluation of the instrument, composed of 10 items, was carried out using two independent samples (N1 = 472; N2 = 571) of university students from Quito-Ecuador. The analytical strategy of the empirical validation process consisted of evaluating the aspects of internal structure, reliability in terms of internal consistency and individual quality of the items that make up the ECAP. Results. The internal structure of the instrument was evaluated using Exploratory and Confirmatory Factorial Analysis, providing cross-evidence of unidimensionality. In turn, the PABS presents good levels of internal consistency (α = 0,966; ω = 0,928). Additionally, by means of the Classical Test Theory, the individual quality of the items was evaluated in terms of difficulty and discrimination, obtaining satisfactory results. Discussion and conclusions. Based on the evidence provided, it is possible to conclude that PABS is a valid, reliable, and useful instrument for the evaluation of positive academic behavior in the university context. Among the practical implications of the PABS, its usefulness is discussed in two ways: a) the development of institutional strategies aimed at preventing unfavorable academic outcomes; b) expand research on this phenomenon and its impact on the student life of university students. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Introducción. Las conductas académicas positivas se definen como aquellos comportamientos y prácticas mediante las cuales el estudiante construye y demuestra su aprendizaje durante el proceso formativo, englobando el conjunto de actividades estudiantiles a través de las que normalmente se materializa el trabajo académico. Si bien la relevancia de este factor no cognitivo para el logro de resultados académicos se encuentra bien establecida en la literatura, persiste un vacío metodológico en cuanto a la disponibilidad de instrumentos validados para su medición. Dado esto, el presente trabajo instrumental reporta el proceso de construcción y validación inicial de la Escala de Conductas Académicas Positivas (ECAP). Método. La evaluación psicométrica del instrumento, compuesto por 10 ítems, se efectuó a partir de dos muestras independientes (N1 = 472; N2 = 571) de estudiantes universitarios de Quito-Ecuador. La estrategia analítica del proceso de validación empírica consistió en evaluar los aspectos de estructura interna, confiabilidad en términos de consistencia interna y la calidad individual de los ítems que componen la ECAP. Resultados. La estructura interna del instrumento se evaluó mediante Análisis Factorial Exploratorio y Confirmatorio, proporcionando evidencia cruzada de unidimensionalidad. A su vez, la ECAP presenta buenos niveles de consistencia interna (α = 0,966; ω = 0,928). Adicionalmente, mediante Teórica Clásica del Test se evalúo la calidad individual de los ítems en términos de dificultad y discriminación, obteniéndose resultados satisfactorios. Discusión y conclusiones. La evidencia aportada permite concluir que la ECAP es un instrumento válido, confiable y útil para la evaluación del comportamiento académico positivo en el contexto universitario. Entre las implicaciones prácticas de la ECAP, se discute su utilidad en dos sentidos: a) el desarrollo de estrategias institucionales dirigidas a prevenir resultados académicos desfavorables; b) expandir la investigación sobre este fenómeno y su impacto en la vida estudiantil de los/as universitarios/as. [ABSTRACT FROM AUTHOR] |
| Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188812708 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Escala de Conductas Académicas Positivas (ECAP): Construcción y Validación en Estudiantes Universitarios. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Positive Academic Behaviors Scale (PABS): Construction and Validation in University Students. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zumárraga-Espinosa%2C+Marcos%22">Zumárraga-Espinosa, Marcos</searchLink><relatesTo>1</relatesTo><i> mzumarraga@ups.edu.ec</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Electronic+Journal+of+Research+in+Educational+Psychology%22">Electronic Journal of Research in Educational Psychology</searchLink>. sep2025, Vol. 23 Issue 66, p451-478. 56p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Exploratory+factor+analysis%22">Exploratory factor analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+tests%22">Psychological tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Classical+test+theory%22">Classical test theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Reproducible+research%22">Reproducible research</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br /><searchLink fieldCode="DE" term="%22Model+validation%22">Model validation</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: Introduction. Positive academic behaviors are defined as those behaviors and practices through which students construct and demonstrate their learning during the educational process, encompassing the set of student activities through which academic work is normally materialized. While the relevance of this non-cognitive factor for academic achievement is well established in the literature, a methodological gap persists regarding the availability of validated instruments for its measurement. Given this, the present instrumental work reports the process of construction and initial validation of the Positive Academic Behavior Scale (PABS). Method. The psychometric evaluation of the instrument, composed of 10 items, was carried out using two independent samples (N1 = 472; N2 = 571) of university students from Quito-Ecuador. The analytical strategy of the empirical validation process consisted of evaluating the aspects of internal structure, reliability in terms of internal consistency and individual quality of the items that make up the ECAP. Results. The internal structure of the instrument was evaluated using Exploratory and Confirmatory Factorial Analysis, providing cross-evidence of unidimensionality. In turn, the PABS presents good levels of internal consistency (α = 0,966; ω = 0,928). Additionally, by means of the Classical Test Theory, the individual quality of the items was evaluated in terms of difficulty and discrimination, obtaining satisfactory results. Discussion and conclusions. Based on the evidence provided, it is possible to conclude that PABS is a valid, reliable, and useful instrument for the evaluation of positive academic behavior in the university context. Among the practical implications of the PABS, its usefulness is discussed in two ways: a) the development of institutional strategies aimed at preventing unfavorable academic outcomes; b) expand research on this phenomenon and its impact on the student life of university students. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Introducción. Las conductas académicas positivas se definen como aquellos comportamientos y prácticas mediante las cuales el estudiante construye y demuestra su aprendizaje durante el proceso formativo, englobando el conjunto de actividades estudiantiles a través de las que normalmente se materializa el trabajo académico. Si bien la relevancia de este factor no cognitivo para el logro de resultados académicos se encuentra bien establecida en la literatura, persiste un vacío metodológico en cuanto a la disponibilidad de instrumentos validados para su medición. Dado esto, el presente trabajo instrumental reporta el proceso de construcción y validación inicial de la Escala de Conductas Académicas Positivas (ECAP). Método. La evaluación psicométrica del instrumento, compuesto por 10 ítems, se efectuó a partir de dos muestras independientes (N1 = 472; N2 = 571) de estudiantes universitarios de Quito-Ecuador. La estrategia analítica del proceso de validación empírica consistió en evaluar los aspectos de estructura interna, confiabilidad en términos de consistencia interna y la calidad individual de los ítems que componen la ECAP. Resultados. La estructura interna del instrumento se evaluó mediante Análisis Factorial Exploratorio y Confirmatorio, proporcionando evidencia cruzada de unidimensionalidad. A su vez, la ECAP presenta buenos niveles de consistencia interna (α = 0,966; ω = 0,928). Adicionalmente, mediante Teórica Clásica del Test se evalúo la calidad individual de los ítems en términos de dificultad y discriminación, obteniéndose resultados satisfactorios. Discusión y conclusiones. La evidencia aportada permite concluir que la ECAP es un instrumento válido, confiable y útil para la evaluación del comportamiento académico positivo en el contexto universitario. Entre las implicaciones prácticas de la ECAP, se discute su utilidad en dos sentidos: a) el desarrollo de estrategias institucionales dirigidas a prevenir resultados académicos desfavorables; b) expandir la investigación sobre este fenómeno y su impacto en la vida estudiantil de los/as universitarios/as. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.25115/ejrep.v23i66.10504 Languages: – Code: mul Text: Multiple languages PhysicalDescription: Pagination: PageCount: 56 StartPage: 451 Subjects: – SubjectFull: Exploratory factor analysis Type: general – SubjectFull: Psychological tests Type: general – SubjectFull: Classical test theory Type: general – SubjectFull: Reproducible research Type: general – SubjectFull: Student engagement Type: general – SubjectFull: College students Type: general – SubjectFull: Model validation Type: general Titles: – TitleFull: Escala de Conductas Académicas Positivas (ECAP): Construcción y Validación en Estudiantes Universitarios. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zumárraga-Espinosa, Marcos IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: sep2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 16962095 Numbering: – Type: volume Value: 23 – Type: issue Value: 66 Titles: – TitleFull: Electronic Journal of Research in Educational Psychology Type: main |
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