Learning Approaches: Cross-Cultural Differences (Spain-Argentina) and Academic Achievement in College Students.

Learning approaches describe the students' degree of cognitive commitment to learning in diverse types of academic tasks and educational environments. Even though from a micro-level perspective different profiles of approaches have been identified in high-achievement undergraduates attending several majors, such profiles have not been examined from a macro-level approach in terms of distinct educational cultures. Therefore, the research involved two studies conducted on undergraduates from Argentina and Spain: The first one was aimed at analyzing the psychometric features of the Approaches and Study Skills Inventory for Students (ASSIST) whereas the second was focused on examining the learning approaches profiles of high and low achievers attending the same major (Psychology) in two different educational cultures (Spain and Argentina). The scale's original internal structure, examined on a sample of 400 participants (50% Spanish), was verified except for one item, which was fatherly eliminated. The resulting structure was tested and proven verified in a new sample (N = 1,334; 58.3% Spanish) by confirmatory factor analysis, factorial invariance, and internal consistency studies. External validity evidence was examined as well. Additionally, norms to be used in the professional field were calculated.Profiles of learning approaches by academic achievement from each country were examined by latent class analysis. In both cases, high achievers reported higher and more frequent use of the Deep and Strategic approaches and lower and less frequent usage of the Surface one. Further studies should replicate these analyses in undergraduates attending other majors in order to test the hypothesis sustaining these findings' generalization.

Learning Approaches: Cross-Cultural Differences (Spain–Argentina) and Academic Achievement in College Students

Learning approaches describe the students’ degree of cognitive commitment to learning in diverse types of academic tasks and educational environments. Even though from a micro-level perspective different profiles of approaches have been identified in high-achievement undergraduates attending several majors, such profiles have not been examined from a macro-level approach in terms of distinct educational cultures. Therefore, the research involved two studies conducted on undergraduates from Argentina and Spain: The first one was aimed at analyzing the psychometric features of the Approaches and Study Skills Inventory for Students (ASSIST) whereas the second was focused on examining the learning approaches profiles of high and low achievers attending the same major (Psychology) in two different educational cultures (Spain and Argentina). The scale’s original internal structure, examined on a sample of 400 participants (50% Spanish), was verified except for one item, which was fatherly eliminated. The resulting structure was tested and proven verified in a new sample (N = 1,334; 58.3% Spanish) by confirmatory factor analysis, factorial invariance, and internal consistency studies. External validity evidence was examined as well. Additionally, norms to be used in the professional field were calculated.Profiles of learning approaches by academic achievement from each country were examined by latent class analysis. In both cases, high achievers reported higher and more frequent use of the Deep and Strategic approaches and lower and less frequent usage of the Surface one. Further studies should replicate these analyses in undergraduates attending other majors in order to test the hypothesis sustaining these findings’ generalization. (AU)

Adaptación y validación transcultural al español del University Student Engagement Inventory / Cross-cultural Adaptation and Validation of the University Student Engagement Inventory into Spanish

Resumen Introducción: el compromiso académico hace referencia a la predisposición que los estudiantes tienen a participar de manera activa en la vida universitaria, asistiendo a las clases, entregando los trabajos a tiempo y siguiendo las instrucciones de los docentes. Existe evidencia que demuestra que el compromiso académico predice positivamente el éxito de los estudiantes. Por esta razón, es que su evaluación cobra gran relevancia para el ámbito educativo universitario a la hora de diseñar prácticas pedagógicas que estimulen el compromiso de los alumnos. El objetivo del presente trabajo fue adaptar y validar la versión del University Student Engagement Inventory (USEI) al español, contemplando diferencias lingüísticas y culturales de tres países hispanohablantes. Método: participaron 921 estudiantes universitarios de España, Argentina y Uruguay. Se aplicó el USEI que consta de 15 afirmaciones agrupadas en tres dimensiones de compromiso: conductual, cognitivo, emocional. Resultados: después de que tres traductores realizaran la adaptación lingüística del instrumento, nueve jueces expertos analizaron el contenido de los ítems y conservaron como resultado la totalidad de los reactivos. Más adelante, se analizó y verificó la estructura interna del instrumento -análisis factorial confirmatorio, validación cruzada, invarianza factorial, consistencia interna-, y también se obtuvo adecuada evidencia de validez externa concurrente entre las dimensiones del USEI y los enfoques de aprendizaje. Conclusión: se obtuvo una versión en español del USEI con adecuadas propiedades psicométricas que puede ser empleado en el ámbito de aplicación con el propósito de identificar el compromiso académico de los estudiantes y proponer acciones orientadas a mejorar sus aprendizajes.

Abstract Introduction: Academic engagement refers to the predisposition that students must actively participate in university life, attending classes, turning in work on time, and following teachers' instructions. There is evidence that shows that academic engagement positively predicts student success. For this reason, its evaluation is of great relevance for university education when designing pedagogical practices that stimulate student engagement. The aim of this study was to adapt and validate the University Student Engagement Inventory (USEI) into Spanish, considering linguistic and cultural differences in three Spanish-speaking countries. Methods: 921 university students from Spain, Argentina and Uruguay participated in the study. The USEI, which consists of 15 statements grouped into three dimensions of engagement -behavioral, cognitive, emotional- was administered. Results: After three translators made the linguistic adaptation of the instrument, nine expert judges analyzed the content of the items, retaining as a result the totality of the items. Subsequently, the internal structure of the instrument was analyzed and verified -confirmatory factor analysis, cross-validation, factorial invariance, internal consistency-. Adequate evidence of concurrent external validity between USEI dimensions and learning approaches was also obtained. Conclusion: A Spanish version of the USEI was obtained with adequate psychometric properties that can be used in the field of application with the purpose of identifying students' academic engagement and proposing actions aimed at improving their learnings.

¿Cómo aprenden los estudiantes de educación secundaria y universitaria? Un análisis integral desde los estilos de aprendizaje / How Do High School and College Students Learn? A Comprehensive Analysis of Learning Styles / Como os alunos do ensino médio e superior aprendem? Uma análise abrangente dos estilos de aprendizagem

Esta investigación examinó los estilos de aprendizaje de alumnos secundarios y universitarios para describir las características cognitivas, afectivas y fisiológicas que emplean para aprender. Se efectuó un análisis integral de los estilos de aprendizaje que incluyó estilos de preferencia de la modalidad instruccional, estilos de procesamiento de la información y estilos cognitivos de la personalidad. Se aplicó la Escala Grasha-Riechmann de estilos de aprendizaje para estudiantes, el inventario de procesos de aprendizaje y la lista de verificación del tipo de indicador de estilos de aprendizaje. Participaron 942 estudiantes de Buenos Aires, de los niveles secundario (n = 352) y universitario (n = 590) de distintas ramas de estudio (20.5 % Ciencias Aplicadas, 18.2 % Ciencias Básicas, 13.7 % Ciencias de la Salud, 30.8 % Ciencias Humanas, 16.8 % Ciencias Sociales). Se observaron diferencias significativas en el estilo competitivo a favor de los estudiantes de se-cundaria, mientras que la mayoría de los estilos fueron avorables a los universitarios. Además, los universitarios avanzados mostraron mayor uso de los métodos de estudio que los alumnos de secundaria. Se registró un efecto significativo y positivo de todos los estilos de aprendizaje sobre el rendimiento académico. Es-tos hallazgos dan cuenta, por un lado, de diferencias notables entre los estudiantes de nivel secundario y universitario, y por otro, de la relevancia de los estilos con relación al rendimiento académico. Se espera que esta información sea utilizada para mejorar el ajuste de los estudiantes ingresantes al sistema universitario evitando así el fracaso y la deserción académica.

The study examines learning styles in high school and college students to describe their cognitive, affective, and physiological features they apply in learning. Thus, instructional preference, information processing, and cognitive personality styles were analyzed. The Grasha Riechmann Student Learning Styles Scale, the Inventory of Learning Processes, and the Learning Style Type Indicator were employed. The sample was composed of 942 high-school (n = 352) and college students (n = 590) attending different majors (20.5 % Applied Sciences, 18.2 % Basic Sciences, 13.7 % Health Sciences, 30.8 % Human Scienc-es, 16.8 % Social Sciences). All of them attended classes in Buenos Aires. Significant differences in the competi-tive style were observed in favor of high school students, whereas most styles were in favorable for undergraduates. Advanced college students showed a higher use of study methods compared to high school students. A significant and positive effect of all learning styles on academic achieve-ment was verified. Such findings evidence remarkable dif-ferences between high school students and undergraduates. They also highlight the importance of learning styles in academic achievement. These results should be used to im-prove the adaptation and adjustment of first-year students, contributing to avoiding academic failure and dropout.

Os estilos de aprendizagem de alunos do ensino médio e universitário são examinados para descrever as características cognitivas, afetivas e fisiológicas que eles usam para aprender. Foi realizada uma análise abrangente dos estilos de aprendizagem, que incluiu estilos de preferên-cia de modalidade instrucional, estilos de processamento de informações e estilos cognitivos de personalidade. Aplicou-se a Escala Grasha-Riechmann de Estilos de Aprendizagem para Estudantes, o Inventário de Proces-sos de Aprendizagem e a Lista de Verificação do Tipo de Indicador de Estilos de Aprendizagem. Participaram 942 estudantes de Buenos Aires nos níveis médio (n = 352) e universitário (n = 590) de diferentes áreas de estudo (20.5 % Ciências Aplicadas, 18.2 % Ciências Básicas, 13.7 % Ciências da Saúde, 30.8 % Ciências Humanas, 16.8 % Ciências Sociais). Diferenças significativas foram observadas no estilo competitivo em favor dos alunos do ensino médio, enquanto a maioria dos estilos foi favorável aos universitários. Além disso, os univer-sitários mais avançados apresentaram maior emprego dos métodos de estudo do que os estudantes do ensino médio. Finalmente, foi registrado um efeito significativo e positivo de todos os estilos de aprendizagem no desempenho acadêmico. Esses achados mostram, por um lado, diferenças notáveis entre alunos do ensino médio e universitário e, por outro, a relevância dos estilos em relação ao desempenho acadêmico. Espera-se que essas informações possam ser utilizadas para melhorar o ajusta-mento dos alunos que ingressam no ensino universitário, evitando assim a reprovação e a deserção acadêmica.

The 3 × 2 Achievement Goal Questionnaire-Argentine (3 × 2 AGQ-AR): Adaptation, Factor Structure and Internal Consistency

This research examined the adaptation, validity and reliability of the 3 × 2 Achievement Goal Questionnaire (Elliot, Murayama, & Pekrun, 2011) in a sample of Argentine university students. A direct translation into Spanish was made and its equivalence was analyzed in a bilingual sample. The correlations between the original and translated versions of the scales were moderate and high (.53 to .93). In two instances, evidence of the factor structure of the instrument was provided by confirmatory factor analysis and the internal consistency was examined by the coefficients alpha and omega. The fit indexes support the proposed 3 × 2 goal model (S-B χ 2 /df = 1.39, p < .001, CFI = .99, RMSEA (IC 95) = .04 (.02-.06)) and were superior to ten alternative models. The internal consistency of each scale was very good (.80 to .96) and similar to that of the original research.

Este trabajo evaluó la adaptación, validez y confiabilidad del Cuestionario de metas de logro 3 × 2 (Elliot et al., 2011) en una muestra de estudiantes universitarios argentinos. Se realizó una traducción directa al español y se analizó su equivalencia en una muestra bilingüe. Las correlaciones entre las versiones original y traducida de las escalas fueron moderadas y altas (.53 a .93). En dos instancias, se proveyó evidencia de la estructura factorial del instrumento mediante análisis factorial confirmatorio y se examinó la consistencia interna a través de los coeficientes alfa y omega. Los índices de ajuste apoyaron el modelo propuesto de metas 3 × 2 (S-B χ 2 /df = 1.39, p < .001, CFI = .99, RMSEA (IC 95) = .04 (.02-.06)) y fueron superiores a diez modelos alternativos. La consistencia interna de cada escala fue muy buena (.80 a .96) y similar a la de la investigación original.

Este trabalho avaliou a adaptação, validade e confiabilidade do questionário de metas de realização 3 × 2 (Elliot et al., 2011) em uma amostra de estudantes universitários argentinos. Foi realizada tradução direta para o espanhol e sua equivalência analisada em uma amostra bilíngue. As correlações entre as versões original e traduzida das escalas foram moderadas e altas (.53 a .93). Em dois casos, a evidência da estrutura fatorial do instrumento foi fornecida por análise fatorial confirmatória e a consistência interna foi examinada por meio dos coeficientes alfa e ômega. Os índices de ajuste apoiaram o modelo de metas 3 × 2 proposto (S-B χ 2 /df = 1.39, p < .001, CFI = .99, RMSEA (IC 95) = .04 (.02-.06)) e foram superiores a dez modelos alternativos. A consistência interna de cada escala foi muito boa (.80 a .96) e semelhante à da pesquisa original.

Creatividad y enfoques de aprendizaje en estudiantes universitarios / Creativity and learning approaches in college students

Resumen Introducción: Mejorar el aprendizaje de los estudiantes y adaptarlo a las demandas del mercado laboral actual es un tema de gran interés planteado por distintos organismos internacionales. Se busca así que los alumnos alcancen un aprendizaje profundo de los contenidos académicos y que a su vez desarrollen su capacidad creativa para la resolución de problemas. Objetivo: Analizar los enfoques de aprendizaje -Profundo y Superficial- y la creatividad -proceso creativo y personalidad creativa- en estudiantes universitarios según variables sociodemográficas y académicas. Método: Se empleó un diseño no experimental y transversal. Se respondió a un objetivo de diferencias entre grupos y a otro explicativo. Participaron 301 estudiantes universitarios de Psicología (51 %) e Ingeniería (49 %). Resultados: Se registraron diferencias significativas en los enfoques profundo y superficial: el primero a favor de las mujeres, y el segundo favorable a los varones. En relación con la creatividad, se observó una diferencia significativa en la personalidad creativa a favor de los varones, y del proceso creativo a favor de los estudiantes de Psicología. Por otra parte, el rendimiento académico fue explicado negativamente por el enfoque Superficial (β=-0,276) y positivamente, por el proceso creativo (β=0,185). Conclusiones: Para mejorar el rendimiento académico se necesita aplicar estrategias de enseñanza y evaluación que desestimulen el aprendizaje Superficial y promuevan el proceso creativo en los estudiantes. Los cambios en las prácticas educativas deberán, además, enfocarse en mejorar el aprendizaje Profundo y la creatividad para ajustar el perfil profesional de habilidades de los egresados al requerido actualmente por el ámbito laboral.

Abstract Introduction: International organizations have drawn attention to the idea of adapting learning to fit the graduates' skills and competences to the current requirements of labor market. Therefore, reaching a deep learning of academic contents along with developing creative ability for problem solving emerges as a desirable goal to be reached. Objective: The study was aimed at analyzing the Deep and Surface learning approaches as well as creativity -comprising the creative process and the creative personality- by socio-demographic and academic variables in college students. Method: A non-experimental and cross-sectional design was conducted, entailing two studies: a group differences one and another, explanatory. The sample was composed of 301 college students attending two majors -Psychology (51 %) and Engineering (49 %). Results: Significant differences in the use of learning approaches were found; women used the Deep approach more often whereas men chose the Surface approach. As for creativity, men showed statistically significant differences in creative personality over women. The creative process arose more often in Psychology students when compared with Engineering undergraduates, with significant p-values. Academic Perfomance was negatively explained by the Surface approach (β=-0,276) and positively, by the creative process (β=0,185). Conclusions: Boosting Academic Perfomance requires a major adjustment in teaching and evaluation methods. They should be aimed at discouraging the use of the Surface approach whilst promoting the occurrence of creative processes in students. Moreover, such changes in educational practices should be focused on improving Deep learning and creativity in order to make the graduates' skills more suitable for current labor market requirements.

Enfoques de aprendizaje en estudiantes argentinos de nivel secundario y universitario / Learning approaches in Argentinean high school and university students

Resumen Los enfoques de aprendizaje permiten conocer el modo en que los estudiantes perciben y aprenden los contenidos académicos. El sistema universitario local registra elevadas tasas de fracaso y deserción estudiantil al inicio del ciclo académico. Por esta razón, se analizan los aprendizajes de estudiantes de nivel secundario y universitario. Se aplicó el Cuestionario de Procesos de Estudio Dos Factores a 797 estudiantes (44 % secundarios; 56 % universitarios). Se analizó primero la estructura interna del instrumento con muestras de estudiantes de nivel secundaria y universitario. Luego un MANCOVA halló efectos multivariados de las variables sexo, nivel educativo y la interacción entre sexo y nivel educativo, sobre los enfoques de aprendizaje. Se concluye que el cuestionario presenta adecuadas propiedades psicométricas en ambos grupos de estudiantes. Además, se observaron diferencias en los enfoques entre estudiantes de secundaria y universitario, pudiéndose planificar actividades educativas orientadas a mejorar los resultados académicos durante el período de transición.

Abstract Learning approaches allow us to know how students perceive and learn academic content. The local university system records high rates of student failure and dropout at the beginning of the academic year. For this reason, the learning approaches of high school and university students are analyzed. The Two-Factor Study Process Questionnaire was applied to 797 students (44 % high school; 56 % university students). The internal structure of the instrument was first analyzed with samples of high school and university students. Then a MANCOVA found multivariate effects of the variables sex, educational level and interaction between sex and educational level, on learning approaches. It is concluded that the questionnaire presents adequate psychometric properties in both groups of students. In addition, differences in approaches were observed between high school and university students, and educational activities aimed at improving academic results during the transition period can be planned.

Cuestionario de Depresión Geriátrica de Yesavage abreviado (GDS-VE): Análisis de su estructura interna en adultos mayores residentes en Buenos Aires, Argentina

Resumen: La depresión es uno de los trastornos del estado de ánimo más frecuentes e incapacitantes en la población de adultos mayores. Para medirla, una de las escalas más utilizadas es el Cuestionario de Depresión Geriátrica de Yesavage, en su versión abreviada (GDS-VE). Pese a su reconocimiento y frecuente utilización, aún no se ha realizado un análisis de estas características en población argentina. Actualmente, con motivo de la pandemia por COVID-19 y el contexto de aislamiento, la American Psychological Association recomienda adaptar las prácticas presenciales a la modalidad virtual. Dada esta necesidad, el presente trabajo tiene por objetivo analizar la estructura interna del GDS-VE para las modalidades de administración de lápiz y papel e Internet, examinando la equivalencia métrica entre ambas. Se realizó un análisis factorial confirmatorio y se estimó la consistencia interna para las dos modalidades. También se examinó la invarianza factorial entre ambas formas de administración. Participaron 696 adultos mayores que respondieron al cuestionario mediante dos modalidades de administración (50% lápiz y papel y 50% Internet). Como resultado, se verificó un adecuado ajuste del modelo a los datos empíricos para las dos versiones (lápiz y papel e Internet), como también una adecuada invarianza métrica entre ellas. Estos hallazgos aportan evidencias de validez y confiabilidad acerca de la estructura interna del GDS-VE, en población argentina.

Abstract: Depression represents one of the most frequent and disabling mood disorders in the elderly population. To measure it, one of the most used scales is the Geriatric Depression Questionnaire, developed by Yesavage, in its abbreviated version (GDS-VE). Despite its ample acknowledgment and frequent use, an analysis of these characteristics has not yet been carried outon the Argentine population. Currently, because of the COVID-19 pandemic and the isolation context, the American Psychological Association recommends adapting face-to-face to virtual practices. Given this need, the present work aims to analyze the internal structure of the GDS-VE, for pencil-paper and Internet modalities examining the metric equivalence between both of them. A confirmatory factor analysis was carried out and the internal consistency was estimated for both modalities. Factor invariance between both forms of administration was also examined. A total of 696 older adults participated and responded to the questionnaire, using two modes of administration (50% pencil-paper and 50% Internet). As a result, an adequate adjustment of the model to the empirical data was verified for both versions (pencil-paper and Internet), as well as an adequate metric invariance between them. These findings provide evidence of validity and reliability of the GDS-VE instrument, on the Argentine population.

Resumo: A depressão representa uma das condições mais frequentes e incapacitantes na população idosa. Para mensurá-la, uma das escalas mais utilizadas é o Yesavage Geriatric Depression Questionnaire, em sua versão abreviada (GDS-VE). Apesar de seu reconhecimento e uso frequente, uma análise dessas características ainda não foi realizadana população argentina. Atualmente, devido à pandemia COVID-19 e ao contexto de isolamento, a American Psychological Association recomenda adaptar as práticas presenciais para o modo virtual. Diante dessa necessidade, o presente trabalho tem como objetivo analisar a estrutura interna do GDS-VE para as modalidades lápis e papel e administração de Internet, examinando a equivalência métrica entre ambas. Foi realizada uma análise fatorial confirmatória e estimada a consistência interna para ambas as modalidades. A invariância fatorial entre as duas formas de administração também foi examinada. Participaram 696 idosos, que responderam ao questionário em duas modalidades de aplicação (50% papel-lápis e 50% Internet). Como resultado, verificou-se um adequado ajuste do modelo aos dados empíricos para as duas versões (lápis-papel e Internet), bem como uma adequada invariância métrica entre elas. Esses achados fornecem evidências de validade e confiabilidade do instrumento GDS-VE na população argentina.

Honey-Alonso Learning Styles Questionnaire: New psychometric evidences in Argentinean population / Cuestionario Honey-Alonso de Estilos de Aprendizaje: Nuevas evidencias psicométricas en población argentina

Abstract The study is aimed at analyzing psychometric features of the local version of the Honey-Alonso Learning Styles Questionnaire. First, the inner structure of the scale is examined by means of a confirmatory factor analysis and an analysis of factorial invariance, splitting the sample by faculty. Second, internal consistency coefficients of the dimensions are analyzed and compared to previous results. Third, external convergent validity evidences are considered, regarding scores obtained from a learning approach scale which was used as an external criterion. Findings show an adequate model fit, even employing different estimation methods. Furthermore, the factorial invariance analysis verifies the metrical equivalence of the model. The internal consistency study finds acceptable values. The dimensions' stability reliability indices do not verify significant differences between test and retest. Finally, the convergent validity evidences analyses show positive associations between learning styles and the Deep learning approach on the one hand, and negative associations between the Surface approach and learning styles on the other, as reported in previous studies. Results are discussed on the grounds of the theoretical and empirical background.

Resumen En el presente trabajo se examinan las propiedades psicométricas de la versión argentina del Cuestionario Honey-Alonso de Estilos de Aprendizaje (CHAEA). Primero se analiza la estructura interna de la escala mediante un análisis factorial confirmatorio y de invarianza factorial, segmentando la muestra según facultad; luego se estudia la consistencia interna de las dimensiones confirmadas y se comparan los resultados con los obtenidos en estudios previos; posteriormente se examina la estabilidad temporal de las puntuaciones de cada dimensión; y, por último, se estudian las evidencias de validez concurrente con otra escala que evalúa enfoques de aprendizaje. Los resultados del análisis factorial confirmatorio muestran un adecuado ajuste del modelo testeado a partir de distintos métodos de estimación, mientras que con el análisis de invarianza factorial se comprueba la equivalencia métrica del modelo. Asimismo, los índices de consistencia interna son aceptables, aunque el análisis de estabilidad temporal de las dimensiones no comprueba diferencias significativas entre la primera y segunda administración del instrumento. Finalmente, en consonancia con hallazgos previos, las evidencias de validez concurrente exhiben asociaciones positivas entre los estilos de aprendizaje y el enfoque profundo, así como asociaciones negativas entre los estilos y el enfoque superficial. Al final se discuten los resultados a partir de antecedentes teóricos y empíricos.

Inventario de Estilos de Pensamiento: Propiedades psicométricas en universitarios de Buenos Aires / Thinking Styles Inventory: Psychometric features in college students from Buenos Aires

Introducción: Los estilos de pensamiento permiten conocer cómo las personas utilizan sus aptitudes a la hora de resolver situaciones problemáticas. El Inventario de Estilos de Pensamiento (TSI) es uno de los instrumentos más difundidos a nivel mundial, diseñado para evaluar los 13 estilos de pensamiento formulados en la Teoría del Autogobierno Mental -Legislativo, Ejecutivo, Judicial, Monárquico, Jerárquico, Oligárquico, Anárquico, Global, Local, Interno, Externo, Liberal, Conservador. Método: Con el propósito de adaptar la escala a población universitaria local se revisaron aspectos lingüísticos así como la escala de respuesta. Tras un estudio piloto, se recogió una muestra de 361 estudiantes universitarios de Buenos Aires para efectuar análisis factoriales exploratorio y confirmatorio por un lado, y de consistencia interna por otro. Resultados: Se obtuvo una solución de 7 factores -Judicial/Liberal, Ejecutivo/Conservador, Externo, Monárquico, Global, Jerárquico, Legislativo- que logró conservar 45 de los 104 ítems puestos a prueba. Conclusión: La consistencia interna de los factores extraídos alcanzó valores apropiados. Se discuten los resultados a la luz del modelo teórico y se proponen futuras líneas de investigación.

Background: Thinking styles lead to describe how people use their abilities when they have to deal with problem solving situations. The Thinking Styles Inventory ­TSI- is one of the most worldwide employed scales, developed to assess 13 thinking styles posed in the Theory of Mental Self-government -Legislative, Executive, Judicial, Monarchic, Hierarchic, Oligarchic, Anarchic, Global, Local, Internal, External, Liberal, Conservative. Method: Aiming at the adaptation of the scale to local college students' population, linguistic aspects were reviewed as well as the response scale. After a pilot study, a sample composed of 361 college students from Buenos Aires responded the inventory in order to perform exploratory and confirmatory factorial analyzes on the one hand, and an internal consistency on the other. Result: A 7-factor structure -Judicial/Liberal, Executive/Conservative, External, Monarchic, Global, Hierarchic, Legislative-, was obtained. Conclusion: Such a version maintained 45 of the 104 tested items. Internal consistency of the extracted dimensions reached adequate values. Results are examined considering the theoretical model and further research lines.

Creative Personality Scale. Its adaptation for college students from Argentina / Adaptación de la Escala de Personalidad Creativa en estudiantes universitarios de Argentina

Creativity and actions aimed at fostering it became a matter of interest in higher education. Since creativity is a multidimensional phenomenon, its diverse dimensions must be assessed. Among them, personality arises as the most relevant one. Therefore, the local adaptation of Gough’s Creative Personality Scale to be used in college students is proposed. This scale is composed of adjectives to be responded according to the examinees’ identification with each one of them. Two independent samples (n= 150 each) were employed to develop an exploratory factor analysis and an internal consistency analysis, on the one hand, and a confirmatory factor analysis and a convergent validity study. The exploratory procedure retained eight items and a 1-dimension structure with a good internal consistency (ordinal alpha= .853). This model was empirically verified by the confirmatory analysis which showed good fit indices, as well as an adequate internal consistency coefficient. Moreover, adequate convergent validity evidences were obtained. Findings are discussed taking into account the theoretical model and the study weaknesses along with practical and theoretical outcomes. Further research lines are proposed

La creatividad y las prácticas ligadas a fomentarla en el ámbito universitario constituyen en la actualidad un tema de interés. La creatividad en tanto fenómeno multidimensional requiere ser evaluada en sus distintas facetas, siendo la personalidad una de las que mayor relevancia reviste. Se propone así, adaptar localmente la Escala de Personalidad Creativa (EPC) de Gough para ser aplicada en el ámbito universitario. El instrumento se compone de 30 adjetivos a ser respondidos por los evaluados según se identifiquen o no con cada uno de ellos. Se realizó un análisis factorial exploratorio y de consistencia interna (n = 150) y otro confirmatorio y de validez convergente (n = 150) a partir de dos muestras independientes. El procedimiento exploratorio conservó ocho ítems y una estructura factorial unidimensional con una óptima consistencia interna (alfa ordinal = .853). Este modelo se verificó empíricamente mediante el análisis confirmatorio que arrojó óptimos índices de ajuste y un apropiado índice de consistencia interna. Adicionalmente se obtuvieron adecuadas evidencias de validez convergente del instrumento en relación a otros constructos teóricamente afines. Los resultados se discuten a la luz de la teoría y las limitaciones del diseño, destacando los alcances del estudio y las futuras líneas de investigación

Enfoques de Aprendizaje en Estudiantes Universitarios Argentinos según el R-SPQ-2F: Análisis de sus Propiedades Psicométricas / Learning Approaches in Argentinian University Students, according to R-SPQ-2F: Analysis of their Psychometric Properties / Enfoques de Aprendizagem em Estudantes Universitários Argentinos segundo o R-SPQ-2F: <: Análise de suas Propriedades Psicométricas

Se presenta la adaptación del Cuestionario Revisado de Procesos de Estudio, Dos Factores R-SPQ-2F, que evalúa enfoques de aprendizaje, para su uso en población estudiantil universitaria argentina. Tres jueces expertos examinaron aspectos de validez de contenido y 20 estudiantes evaluaron la adecuación lingüística y las evidencias de validez aparente. Se recogieron, además, dos muestras independientes para analizar evidencias de validez de constructo: 204 estudiantes de 18 a 36 años (M=23.57, DE=3.67) para el estudio factorial exploratorio y de consistencia interna, y 528 alumnos de entre 17 y 36 años (M=22.50, DE=3.73) para el análisis factorial confirmatorio, que comparó tres modelos, mediante el método de máxima verosimilitud robusto. El estudio de confiabilidad test-retest incluyó 19 educandos. Los resultados indican mejor ajuste del modelo de dos factores, que representa los enfoques de aprendizaje profundo y superficial. Se discuten los hallazgos a la luz de la teoría y de implicaciones prácticas.

The article presents an adaption of the Revised Two Factor Study Process Questionnaire (R-SPQ-2F) that evaluates learning approaches, for use on the Argentinian university student population. Three expert judges examined content validity aspects and 20 students evaluated the linguistic adaptation and evidence of apparent validity. In addition, two independent samples were collected to analyze evidence of construct validity: 204 students aged 18 to 36 (M=23.57, SD=3.67) for the exploratory factorial and internal consistency study, and 528 students aged 17 to 36 (M=22.50, SD=3.73) for the confirmatory factor analysis, which compared three models using the robust maximum likelihood method. The test-retest reliability study included 19 learners. The results indicate a better fit of the two factor model, which represents the deep and surface learning approaches. The article discusses the findings in light of theory and practical implications.

Apresenta-se a adaptação do The Revised Two-Factor Study Process Questionnaire, Dois Fatores R-SPQ-2F, que avalia enfoques de aprendizagem para seu uso em população estudantil universitária argentina. Três avaliadores especializados examinaram aspectos de validade de conteúdo e 20 estudantes avaliaram a adequação linguística e as evidências de validade aparente. Além disso, coletaram-se duas amostras independentes para analisar evidências de validade de construto: 204 estudantes de 18 a 36 anos (M=23.57, dp=3.67) para o estudo fatorial exploratório e de consistência interna, e 528 alunos entre 17 e 36 anos (M=22.50, dp=3.73) para a análise fatorial confirmatória, que comparou três modelos mediante o método de máxima verossimilhança robusta. O estudo de confiabilidade test-request incluiu 19 educandos. Os resultados indicam melhor ajuste do modelo de dois fatores, que representa os enfoques de aprendizagem profunda e superficial. Discutem-se os achados à luz da teoria e de implicações práticas.

Estilos de aprendizaje en estudiantes universitarios ingresantes y avanzados de Buenos Aires / Learning styles in freshmen and senior university students from Buenos Aires

En esta investigación se analizaron diferencias en los estilos de aprendizaje, según variables sociodemográficas y académicas, para luego examinar su efecto sobre el rendimiento académico de los educandos. Participaron 300 estudiantes universitarios pertenecientes a las facultades de Ingeniería, Medicina y Psicología. Los resultados muestran diferencias significativas en los estilos Asimilador y Pragmático según edad: el estilo asimilador a favor de estudiantes mayores y el estilo pragmático de los más jóvenes. Los varones destacaron significativamente en los estilos Convergente y Adaptador. Comparando ingresantes y avanzados, mostraron preferencia por el estilo Pragmático los ingresantes y preferencia por el estilo Asimilador los estudiantes avanzados. El análisis explicativo indicó una influencia negativa del estilo Pragmático y una positiva del Asimilador en el rendimiento académico...

Discusses differences in learning styles, according to socio-demographic and academic variables, and then examine its effect on the academic performance of learners. Participated 300 students from different faculties: Engineering, Medicine, and Psychology. Significant differences were observed in the Assimilator and Pragmatic styles according to age: the first in favor of older students, and the second of younger ones. The men stood out significantly in the Convergent and Adapter styles. Comparing freshmen and senior students, the first expressed a preference for the Pragmatic style, and the second for the Assimilator. The explanatory analysis indicated a negative influence of the Pragmatic style approach, and a positive for the Assimilator on academic performance...

Paradoxical Personality and Academic Achievement in College Students From Buenos Aires.

This paper presents a study on paradoxical personality, defined as a distinctive feature in creative persons, developed with 350 college students from Buenos Aires. Goals aimed at describing and analysing possible significant differences of paradoxical traits in students from diverse majors representing seven different fields of study, and examining the relationship between each bipolar trait and academic achievement. The sample was composed of 7 groups (n = 50 by group) representing fields of study typically offered in public universities, Biology, Computer Science, Engineering, Law, Nutrition, Psychology, and History of Art. Analyses by career provided descriptive information about students of these majors, concerning their paradoxical personality profiles. Correlational studies verified significant associations between academic achievement and most paradoxical traits in majors such as Computer Science, Nutrition and Psychology. Results are discussed regarding practical outcomes and teaching programs.

Perceived parenting and social support: can they predict academic achievement in Argentinean college students?

The aim of this study was to test the ability to predict academic achievement through the perception of parenting and social support in a sample of 354 Argentinean college students. Their mean age was 23.50 years (standard deviation =2.62 years) and most of them (83.3%) were females. As a prerequisite for admission to college, students are required to pass a series of mandatory core classes and are expected to complete them in two semesters. Delay in completing the curriculum is considered low academic achievement. Parenting was assessed taking into account the mother and the father and considering two dimensions: responsiveness and demandingness. Perceived social support was analyzed considering four sources: parents, teachers, classmates, and best friend or boyfriend/girlfriend. Path analysis showed that, as hypothesized, responsiveness had a positive indirect effect on the perception of social support and enhanced achievement. Demandingness had a different effect in the case of the mother as compared to the father. In the mother model, demandingness had a positive direct effect on achievement. In the case of the father, however, the effect of demandingness had a negative and indirect impact on the perception of social support. Teachers were the only source of perceived social support that significantly predicted achievement. The pathway that belongs to teachers as a source of support was positive and direct. Implications for possible interventions are discussed.