Learning Competence in University: Development and Structural Validation of a Scale to Measure

被引:34
作者
Villardon-Gallego, Lourdes [1 ]
Yaniz, Concepcion [2 ]
Achurra, Cristina [1 ]
Iraurgi, Ioseba [3 ]
Carmen Aguilar, M. [4 ]
机构
[1] Univ Deusto, Fac Psychol & Educ, Bilbao 48080, Spain
[2] Univ Deusto, Fac Psychol & Educ, Dept Didact & Curriculum Dev, Bilbao 48080, Spain
[3] Univ Deusto, Fac Psychol & Educ, Dept Personal Psychol Assessment & Treatment, Bilbao 48080, Spain
[4] Univ Deusto, Bilbao 48080, Spain
来源
REVISTA DE PSICODIDACTICA | 2013年 / 18卷 / 02期
关键词
Learning competence; learning strategies; self-management of learning; life-long learning; structural validity; SELF-REGULATION; KNOWLEDGE; STRATEGIES; VALIDITY; QUESTIONNAIRE; RELIABILITY; COMPONENTS; SOCIETY;
D O I
10.1387/RevPsicodidact.6470
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This research focused on designing and validating a scale to assess the level of learning competence in university students. Learning competence refers to the acquisition, selection and integrated mobilization of the knowledge, skills and attitudes required for continuous, life-long learning. The development of this competence is a basic training goal, because it constitutes an essential element of life-long learning. Learning competence comprises four dimensions: self-knowledge as apprenticeship, construction of knowledge, self-management of learning, and knowledge transfer. To validate the theoretical model of the construct, were conducted exploratory and confirmatory analyses. The results largely confirmed this structure (.86 reliability of the full scale and between .57 and .83 reliability of the sub-scales as well as the adequacy of the structural model chosen: GFI = .94, RMSEA = .039); thus, it is possible to conclude that the Learning Competence Scale (LCS) is a valid 17-item tool for measuring this competence.
引用
收藏
页码:357 / 374
页数:18
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