Traducción, adaptación y validación de un instrumento de autoevaluación para alumnado universitariohacia el éxito en el aprendizaje

Resumen

Many university students have difficulties in their autonomous learning due to deficits in their executive functions, which leads to a negative impact on their training and academic performance. Thus, early detection of students with such difficulties will allow the design of actions for improvement, contributing ultimately to a greater academic and work success. However, in the Spanish university context, there is a lack of reliable and valid instruments to carry out an evaluation of the executive functions, so the objective of this study is to translate, adapt and validate to the university population of new entry in the University of Zaragoza, an instrument for the assessment of the executive functions (Amsterdam Executive Function Inventory). The results showed adequate psychometric properties, with a good internal consistency and a goodness of fit adjustment in the indices considered of the confirmatory factor analysis. Thus, the instrument used is a reliable and valid to identify students with difficulties in executive functions and therefore, students are likely to have problems in their autonomous learning, which will allow not only the identification of the same, but the ultimate aim of being able to intervene for their improvement and optimization.