Construcción y validación de una Escala de Motivación Lectora para Profesores de Lenguaje y Comunicación (EMLPLC)
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Fecha
2021-11-10
Profesor/a Guía
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Idioma
es
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Centro de Estudios de Promoción de la Lectura y Literatura Infantil, Universidad de Castilla-La Manc
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Atribución/Reconocimiento-NoComercial-SinDerivados 4.0 Internacional
CC BY-NC-ND 4.0
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Licencia CC
https://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
Resumen
La lectura, entendida como herramienta universal constituye un factor determinante y transversal en los aprendizajes escolares y sociales. En psicología y didáctica se acrecienta el interés por indagar acerca de las prácticas lectoras de aquellos maestros encargados de mediar este proceso, bajo el supuesto de que aquellos considerados buenos lectores, son también mejores mediadores del aprendizaje lector de sus estudiantes. Con este propósito se ha construido y validado una escala motivacional, tipo Likert, tomando como información los juicios de ocho expertos. La escala se inspira en el modelo Expectativa-Valor de Eccles y Wigfield (2002), que destacan los indicadores referidos a los hábitos de lectura de docentes en el ámbito personal y profesional. La validación de la escala se realizó mediante el procedimiento estadístico de Lawshe (1975), modificado por Tristán-López (2008), que permitió definir la pertinencia y claridad de los indicadores de Expectativa-Valor. Los resultados del estudio confirman que la escala de motivación lectora diseñada para profesores de lenguaje y comunicación, en una muestra chilena, es un instrumento válido y confiable que permite conocer las fortalezas y debilidades en el ámbito de la motivación lectora, por medio de la valoración de sus propias expectativas y el valor atribuido a la lectura.
Reading, understood as a universal tool, constitutes a determining and transversal factor in school and social learning. In psychology and didactics, the interest in inquiring about the reading practices of those teachers in charge of mediating this process is growing, under the assumption that those considered good readers are also better mediators of the reading learning process of their students. To this aim, a Likert-type motivational scale has been constructed and validated, taking the judgments of eight experts as information. The scale is inspired by the Expectation-Value Theory of Eccles & Wigfield (2002), which highlights the indicators referring to the reading habits of teachers in the personal and professional sphere. The scale was validated using the Lawshe (1975) statistical procedure, modified by Tristán-López (2008), which allowed defining the relevance and clarity of the Expectation-Value indicators. The results of the study confirm that the reading motivation scale designed for language and communication teachers, in a Chilean sample, is a valid and reliable instrument that allows discovering the strengths and weaknesses in the field of reading motivation, through the assessment of their own expectations and the value placed on reading. © 2021 Centro de Estudios de Promoción de la Lectura y Literatura Infantil, Universidad de Castilla-La Manc. All rights reserved.
Reading, understood as a universal tool, constitutes a determining and transversal factor in school and social learning. In psychology and didactics, the interest in inquiring about the reading practices of those teachers in charge of mediating this process is growing, under the assumption that those considered good readers are also better mediators of the reading learning process of their students. To this aim, a Likert-type motivational scale has been constructed and validated, taking the judgments of eight experts as information. The scale is inspired by the Expectation-Value Theory of Eccles & Wigfield (2002), which highlights the indicators referring to the reading habits of teachers in the personal and professional sphere. The scale was validated using the Lawshe (1975) statistical procedure, modified by Tristán-López (2008), which allowed defining the relevance and clarity of the Expectation-Value indicators. The results of the study confirm that the reading motivation scale designed for language and communication teachers, in a Chilean sample, is a valid and reliable instrument that allows discovering the strengths and weaknesses in the field of reading motivation, through the assessment of their own expectations and the value placed on reading. © 2021 Centro de Estudios de Promoción de la Lectura y Literatura Infantil, Universidad de Castilla-La Manc. All rights reserved.
Notas
Indexación: Scopus.
Palabras clave
Expectation, Reading habits, Reading interests, Reading motivation, Teacher characteristics, Values clarification
Citación
OCNOSO, Volume 20, Issue 3, 10 November 2021
DOI
10.18239/OCNOS_2021.20.3.2525