Design and validation of a questionnaire (LLQ) on facilitating the development of the learning to learn competence in university educators

Anales de Psicologia

article

Nagore Iñurrategi¹  Agurtzane Martínez¹  Alexander Muela² 

[1] Mondragon Unibertsitatea;Universidad del País Vasco UPV/EHU

关键词: Learning to learn;    Professional competence;    Educational assessment;    Higher education;    Competence;    Tool evaluation;   

DOI  :  10.6018/analesps.37.2.345151

学科分类：心理学（综合）

来源: Ediciones De La Universidad De Murcia

【 摘 要 】

Within the European Higher Education Area framework, educators must have acquired professional skills in order to promote the learning to learn competence, which refers to the ability to self-regulate the learning process itself, in their students. The objective of this work was to design and validate a questionnaire, the learning to learn questionnaire (LLQ), to measure the facilitative learning contexts implemented by university educators to develop the learning to learn competence. First, based on a theoretical and empirical review, 86 items belonging to 7 dimensions were defined. Next, content validity (n = 20 experts), validity based on response processes (n = 10 teachers), validity based on internal structure (n = 415 teachers), and concurrent validity were examined. Our results showed sufficient psychometric quality, reliability of scores and goodness of fit. The final version of the LLQ consisted of 4 dimensions and 39 items. This instrument can be considered a valid and reliable tool that can be quickly applied in order to identify the development of facilitative learning contexts in the evolution of the learning to learn competence. Likewise, it can also serve to detect training needs in the development of this competence in university educators.

【 授权许可】

CC BY-NC-ND