Diseño y validación de un instrumento de medida de la inclusión educativa en instituciones de educación superior.
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| Title: | Diseño y validación de un instrumento de medida de la inclusión educativa en instituciones de educación superior. |
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| Alternate Title: | صميم وتقييم أداة قياس الإدماج التعليمي في مؤسسات التعليم العال Design and validation of an instrument to measure educational inclusion in higher education institutions. Conceção e validação de um instrumento para medir a inclusão educativa em instituições de ensino superior. 高等教育机构中教育包容性测量工具的设计与验证. |
| Authors: | Ruiz-Lázaro, Judit1 Judit.ruiz@edu.uned.es, Constante-Amores, Alexander2 alexanderconstanteamores@gmail.com, Parra, Jesús Miguel3 jesusmiguelparra@edu.ucm.es, Kozak Cino, Griselda Sofía4 g.kozak@pdi.ucm.es |
| Source: | RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa. jul-dic2025, Vol. 31 Issue 2, p1-18. 18p. |
| Subject Terms: | *Inclusive education, *Higher education, *Student-centered learning, *Educational outcomes, *Institutional environment, *Self-evaluation, Psychometrics, Participatory design |
| Abstract (English): | Despite growing awareness of the importance of inclusive education, there are few instruments to measure it in higher education. This study analyses the psychometric quality of an instrument designed for institutions to self-assess themselves in terms of educational inclusion. An instrument is validated on a sample of 181 university students based on five dimensions: institutional culture, equitable access, student-centred learning, participation and well-being, and mobility. After testing six models by means of Confirmatory Factor Analysis, the five-factor model was chosen, plus the inclusion of the ordinal estimator ULSMV as a second-order factor, showing adequate fit values. The Average Variance Explained (AVE) has values above .5 and the composite reliability shows values between .71 and .86, indicating that the instrument has high validity and reliability. Bivariate analyses (Pearson correlation and T-Student correlation) were also carried out with the second-order factor. The results revealed statistically significant, negative and moderate intensity differences in the perception of educational inclusion according to age. In addition, those in the afternoon shift show a higher perception towards educational inclusion than those in the morning shift with a low effect size (d=-.36). This instrument is useful for universities to evaluate their inclusive practices, identify areas for improvement and develop counselling and guidance programmes in inclusive education. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | A pesar de la creciente conciencia sobre la importancia de la educación inclusiva existen pocos instrumentos para medirla en la educación superior. Este estudio analiza la calidad psicométrica de un instrumento diseñado para que las instituciones se autoevalúen en cuanto a inclusión educativa. Se valida un instrumento, en una muestra de 181 estudiantes universitarios, basado en cinco dimensiones: cultura institucional, acceso equitativo, aprendizaje centrado en el alumnado, la participación y el bienestar y la movilidad. Tras probar seis modelos mediante Análisis Factorial Confirmatorio, se optó por el modelo de cinco factores, más la inclusión como factor de segundo orden, mediante el estimador ordinal ULSMV, mostrando unos valores de ajuste adecuados. Por su parte, la Average Variance Explained (AVE) ha tomado valores por encima de .5 y la fiabilidad compuesta muestra valores entre .71 a .86; indicando que el instrumento tiene una alta validez y fiabilidad. Asimismo, se han llevado a cabo análisis bivariados (correlación Pearson y T-Student) con el factor de segundo orden. Los resultados revelaron diferencias estadísticamente significativas, negativas y con una intensidad moderada en la percepción de la inclusión educativa en función de la edad. Además, aquellos del turno de tarde muestran una mayor percepción hacia la inclusión educativa que los del turno de mañana con un tamaño del efecto bajo (d=-.36). Este instrumento es útil para que las universidades evalúen sus prácticas inclusivas, identifiquen áreas de mejora y desarrollen programas de asesoramiento y orientación en educación inclusiva. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Apesar da crescente consciencialização para a importância da educação inclusiva, existem poucos instrumentos para a medir no ensino superior. Este estudo analisa a qualidade psicométrica de um instrumento concebido para as instituições se autoavaliarem em termos de inclusão educativa. Um instrumento é validado, numa amostra de 181 estudantes universitários, com base em cinco dimensões: cultura institucional, acesso equitativo, aprendizagem centrada nos estudantes, participação, e bem-estar e mobilidade. Após testar seis modelos pela Análise Fatorial Confirmatória, optou-se pelo modelo de cinco fatores, mais a inclusão como fator de segunda ordem, utilizando o estimador ordinal ULSMV, apresentando valores de ajuste adequados (X2/gl=1.211; CFI=.952; TLI=.943; RMSEA=.045). A Average Variance Explained (AVE) recolheu valores superiores a .5 e a fiabilidade composta apresenta valores entre .71 e .86, indicando que o instrumento tem uma validade e fiabilidade elevadas. Foram igualmente realizadas análises bivariadas (correlação de Pearson e T-Student) com o fator de segunda ordem. Os resultados revelaram diferenças estatisticamente significativas, negativas e com uma intensidade moderada na perceção da inclusão educativa em função da idade. Além disso, os trabalhadores do turno da tarde mostram uma perceção mais elevada da inclusão educativa do que os do turno da manhã, com um tamanho de efeito baixo (d=- .36). Este instrumento é útil para as universidades avaliarem as suas práticas inclusivas, identificarem áreas a melhorar e desenvolverem programas de assessoria e orientação em matéria de educação inclusiva. [ABSTRACT FROM AUTHOR] |
| Abstract (Chinese): | 尽管学界对教育包容性重要性的认识不断提升, 但在高等教育领域, 用于测量教育包容性的工具仍然相对 匮乏。本研究分析了一项用于高等教育机构开展教育包容性自我评估的测量工具的心理测量学质量。该工 具在 181 名大学生样本中进行了验证, 基于五个维度构建: 制度文化、公平获取、以学生为中心的学习、 参与与福祉以及流动性。通过验证性因素分析共检验了六种模型, 最终采用包含五个一阶因子并将包容性 作为二阶因子的模型, 使用有序数据的 ULSMV 估计方法, 模型拟合指标良好（χ²/gl = 1.211;CFI = .952 ;TLI = .943;RMSEA = .045）。此外, 平均方差提取量（AVE）均高于 .5, 组合信度介于 .71 至 .86 之间, 表明该工具具有较高的效度与信度。同时, 研究还针对二阶因子开展了双变量分析（Pearson 相关与 t 检 验）。结果显示, 不同年龄群体在教育包容性感知上存在统计显著的负向差异, 效应强度为中等。此外, 晚间学习时段的学生相比上午时段学生对教育包容性的感知更高, 但效应量较低（d = -.36）。该测量工 具有助于高校评估其包容性实践、识别改进领域, 并制定教育包容性相关的咨询与指导方案. [ABSTRACT FROM AUTHOR] |
| Copyright of RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa is the property of RELIEVE - Revista Electonica de Investigacion y Evaluacion Educativa 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: 191197817 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Diseño y validación de un instrumento de medida de la inclusión educativa en instituciones de educación superior. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: صميم وتقييم أداة قياس الإدماج التعليمي في مؤسسات التعليم العال<br />Design and validation of an instrument to measure educational inclusion in higher education institutions.<br />Conceção e validação de um instrumento para medir a inclusão educativa em instituições de ensino superior.<br />高等教育机构中教育包容性测量工具的设计与验证. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ruiz-Lázaro%2C+Judit%22">Ruiz-Lázaro, Judit</searchLink><relatesTo>1</relatesTo><i> Judit.ruiz@edu.uned.es</i><br /><searchLink fieldCode="AR" term="%22Constante-Amores%2C+Alexander%22">Constante-Amores, Alexander</searchLink><relatesTo>2</relatesTo><i> alexanderconstanteamores@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Parra%2C+Jesús+Miguel%22">Parra, Jesús Miguel</searchLink><relatesTo>3</relatesTo><i> jesusmiguelparra@edu.ucm.es</i><br /><searchLink fieldCode="AR" term="%22Kozak+Cino%2C+Griselda+Sofía%22">Kozak Cino, Griselda Sofía</searchLink><relatesTo>4</relatesTo><i> g.kozak@pdi.ucm.es</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22RELIEVE+-+Revista+Electrónica+de+Investigación+y+Evaluación+Educativa%22">RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa</searchLink>. jul-dic2025, Vol. 31 Issue 2, p1-18. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student-centered+learning%22">Student-centered learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Institutional+environment%22">Institutional environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-evaluation%22">Self-evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Participatory+design%22">Participatory design</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: Despite growing awareness of the importance of inclusive education, there are few instruments to measure it in higher education. This study analyses the psychometric quality of an instrument designed for institutions to self-assess themselves in terms of educational inclusion. An instrument is validated on a sample of 181 university students based on five dimensions: institutional culture, equitable access, student-centred learning, participation and well-being, and mobility. After testing six models by means of Confirmatory Factor Analysis, the five-factor model was chosen, plus the inclusion of the ordinal estimator ULSMV as a second-order factor, showing adequate fit values. The Average Variance Explained (AVE) has values above .5 and the composite reliability shows values between .71 and .86, indicating that the instrument has high validity and reliability. Bivariate analyses (Pearson correlation and T-Student correlation) were also carried out with the second-order factor. The results revealed statistically significant, negative and moderate intensity differences in the perception of educational inclusion according to age. In addition, those in the afternoon shift show a higher perception towards educational inclusion than those in the morning shift with a low effect size (d=-.36). This instrument is useful for universities to evaluate their inclusive practices, identify areas for improvement and develop counselling and guidance programmes in inclusive education. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: A pesar de la creciente conciencia sobre la importancia de la educación inclusiva existen pocos instrumentos para medirla en la educación superior. Este estudio analiza la calidad psicométrica de un instrumento diseñado para que las instituciones se autoevalúen en cuanto a inclusión educativa. Se valida un instrumento, en una muestra de 181 estudiantes universitarios, basado en cinco dimensiones: cultura institucional, acceso equitativo, aprendizaje centrado en el alumnado, la participación y el bienestar y la movilidad. Tras probar seis modelos mediante Análisis Factorial Confirmatorio, se optó por el modelo de cinco factores, más la inclusión como factor de segundo orden, mediante el estimador ordinal ULSMV, mostrando unos valores de ajuste adecuados. Por su parte, la Average Variance Explained (AVE) ha tomado valores por encima de .5 y la fiabilidad compuesta muestra valores entre .71 a .86; indicando que el instrumento tiene una alta validez y fiabilidad. Asimismo, se han llevado a cabo análisis bivariados (correlación Pearson y T-Student) con el factor de segundo orden. Los resultados revelaron diferencias estadísticamente significativas, negativas y con una intensidad moderada en la percepción de la inclusión educativa en función de la edad. Además, aquellos del turno de tarde muestran una mayor percepción hacia la inclusión educativa que los del turno de mañana con un tamaño del efecto bajo (d=-.36). Este instrumento es útil para que las universidades evalúen sus prácticas inclusivas, identifiquen áreas de mejora y desarrollen programas de asesoramiento y orientación en educación inclusiva. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Portuguese) Group: Ab Data: Apesar da crescente consciencialização para a importância da educação inclusiva, existem poucos instrumentos para a medir no ensino superior. Este estudo analisa a qualidade psicométrica de um instrumento concebido para as instituições se autoavaliarem em termos de inclusão educativa. Um instrumento é validado, numa amostra de 181 estudantes universitários, com base em cinco dimensões: cultura institucional, acesso equitativo, aprendizagem centrada nos estudantes, participação, e bem-estar e mobilidade. Após testar seis modelos pela Análise Fatorial Confirmatória, optou-se pelo modelo de cinco fatores, mais a inclusão como fator de segunda ordem, utilizando o estimador ordinal ULSMV, apresentando valores de ajuste adequados (X2/gl=1.211; CFI=.952; TLI=.943; RMSEA=.045). A Average Variance Explained (AVE) recolheu valores superiores a .5 e a fiabilidade composta apresenta valores entre .71 e .86, indicando que o instrumento tem uma validade e fiabilidade elevadas. Foram igualmente realizadas análises bivariadas (correlação de Pearson e T-Student) com o fator de segunda ordem. Os resultados revelaram diferenças estatisticamente significativas, negativas e com uma intensidade moderada na perceção da inclusão educativa em função da idade. Além disso, os trabalhadores do turno da tarde mostram uma perceção mais elevada da inclusão educativa do que os do turno da manhã, com um tamanho de efeito baixo (d=- .36). Este instrumento é útil para as universidades avaliarem as suas práticas inclusivas, identificarem áreas a melhorar e desenvolverem programas de assessoria e orientação em matéria de educação inclusiva. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Chinese) Group: Ab Data: 尽管学界对教育包容性重要性的认识不断提升, 但在高等教育领域, 用于测量教育包容性的工具仍然相对 匮乏。本研究分析了一项用于高等教育机构开展教育包容性自我评估的测量工具的心理测量学质量。该工 具在 181 名大学生样本中进行了验证, 基于五个维度构建: 制度文化、公平获取、以学生为中心的学习、 参与与福祉以及流动性。通过验证性因素分析共检验了六种模型, 最终采用包含五个一阶因子并将包容性 作为二阶因子的模型, 使用有序数据的 ULSMV 估计方法, 模型拟合指标良好（χ²/gl = 1.211;CFI = .952 ;TLI = .943;RMSEA = .045）。此外, 平均方差提取量（AVE）均高于 .5, 组合信度介于 .71 至 .86 之间, 表明该工具具有较高的效度与信度。同时, 研究还针对二阶因子开展了双变量分析（Pearson 相关与 t 检 验）。结果显示, 不同年龄群体在教育包容性感知上存在统计显著的负向差异, 效应强度为中等。此外, 晚间学习时段的学生相比上午时段学生对教育包容性的感知更高, 但效应量较低（d = -.36）。该测量工 具有助于高校评估其包容性实践、识别改进领域, 并制定教育包容性相关的咨询与指导方案. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa is the property of RELIEVE - Revista Electonica de Investigacion y Evaluacion Educativa 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: 10.30827/relieve.v31i2.34146 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 18 StartPage: 1 Subjects: – SubjectFull: Inclusive education Type: general – SubjectFull: Higher education Type: general – SubjectFull: Student-centered learning Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Institutional environment Type: general – SubjectFull: Self-evaluation Type: general – SubjectFull: Psychometrics Type: general – SubjectFull: Participatory design Type: general Titles: – TitleFull: Diseño y validación de un instrumento de medida de la inclusión educativa en instituciones de educación superior. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ruiz-Lázaro, Judit – PersonEntity: Name: NameFull: Constante-Amores, Alexander – PersonEntity: Name: NameFull: Parra, Jesús Miguel – PersonEntity: Name: NameFull: Kozak Cino, Griselda Sofía IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: jul-dic2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 11344032 Numbering: – Type: volume Value: 31 – Type: issue Value: 2 Titles: – TitleFull: RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa Type: main |
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