CONSTRUCTION AND PSYCHOMETRIC CHARACTERISTICS OF THE SELF-CONCEPT SCALE OF INTERACTION IN THE CLASSROOM

Abstract

Background: Both construction and psychometric characteristics of a self-concept scale associated with observable behaviors by students and teacher, useful to guide a pedagogic intervention in the classroom are presented. Method: A total of 1,385 primary school students, aged between 8 and 12 years, from 24 high-social vulnerability schools of the Province of Concepción, Chile, participated in the study. The scale was constructed, including a theoretical review of the construct, pilot application with students and interjudge reliability. For the study of psychometric characteristics, exploratory factorial analysis (EFA), confirmatory factorial analysis (CFA), factorial invariance and recurrent validity were performed. Results: A self-report instrument with 22 items shows a three-factor structure, with an explained variance of 44.71% and a high level of fit for the model. CFA in two different samples showed fit indicators for configural invariance. It also has concurrent validity. Conclusions: The scale has good psychometric properties to assess the academic self-concept in the dimensions of Capacity, Work Procedure, and Participation in class. This can be useful to guide an educational intervention in the context of the teacher-student interaction in the classroom, in primary schools with high socio-economic vulnerability.

Alternate abstract:

Antecedentes: se presentan la construcción y las características psicométricas de una escala de autoconcepto, asociado a comportamientos observables por alumnos y profesor, funcional para orientar una intervención pedagógica en el aula. Método: participaron 1.385 estudiantes de enseñanza básica, entre 8 y 12 años, de 24 escuelas de alta vulnerabilidad social, de la Provincia de Concepción (Chile). La escala se construyó incluyendo una revisión teórica del constructo, aplicación piloto con estudiantes y validación inter jueces. Para el estudio de características psicométricas se realizaron análisis factorial exploratorio (AFE), factorial confirmatorio (AFC), invarianza factorial y validez concurrente. Resultados: instrumento de autorreporte con 22 reactivos, muestra una estructura de tres factores con una varianza explicada de 44,71% y con un alto nivel de ajuste del modelo. El AFC en dos muestras distintas mostró indicadores de ajuste para invarianza configuracional. Tiene indicios de validez concurrente. Conclusiones: la escala muestra buenas características psicométricas para evaluar el autoconcepto académico en las dimensiones de capacidad, procedimiento de trabajo y participación en clases, pudiendo ser funcional para orientar una intervención pedagógica en el contexto de la interacción profesor-alumno en el aula, en escuelas básicas de alta vulnerabilidad socioeconómica.