Construcción y validación de escala de prevalencia del acoso en estudiantes de educación superior
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Fecha
2022
Autores
Profesor/a Guía
Facultad/escuela
Idioma
es
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Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
El acoso en el contexto de la educación
superior es una problemática que es cada
vez más visualizada, especialmente
respecto a la labor de los estados y los
propios establecimientos de educación
superior, es por ello por lo que se
construyó una Escala de Acoso en
Educación Superior (EAES), para
determinar la prevalencia del acoso en la
vida universitaria. La escala Likert con
37 ítems, cuya validez de contenido fue
realizada a través de 5 expertos, a través
de la V de Aiken, dejando solo los
reactivos con índices superiores a 0,60,
quedando 26 ítems. Luego se aplicó el
instrumento en una muestra de 137
estudiantes de educación superior,
86,86% mujeres y 12.41% hombres con
una media de 29.85 años. En esta
aplicación la confiabilidad del
instrumento fue buena con 0,918. El
instrumento muestra validez
convergente con el GHQ-12 (p < .001). Finalmente, se analizaron las
propiedades psicométricas a través de
un Análisis Factorial Exploratorio
(AFE) donde se confirmó que la escala
poseía 6 factores, con un KMO de 0,839
un chi-cuadrado de 2340,221. Luego del
análisis de las cargas factoriales de los
reactivos se determinó que la escala
quedara con 26 reactivos. A partir de lo
anterior, entonces, se puede concluir que
el EAES es un buen instrumento para
determinar la prevalencia del acoso en
estudiantes de educación superior.
Harassment in the context of higher education is a problem that is increasingly visualized, especially with respect to the work of the states and the higher education establishments themselves, which is why a Scale of Harassment in Higher Education was built (EAES), to determine the prevalence of bullying in university life. The Likert scale with 37 items, whose content validity was carried out by 5 experts, through Aiken's V, leaving only the reagents with indexes greater than 0.60, leaving 26 items. The instrument was then applied to a sample of 137 higher education students, 86.86% women and 12.41% men with a mean age of 29.85 years. In this application, the reliability of the instrument was good with 0.918. The instrument shows convergent validity with the GHQ-12 (p < .001). Finally, the psychometric properties were analyzed through an Exploratory Factor Analysis (EFA) where it was confirmed that the scale had 6 factors, with a KMO of 0.839 and a chi-square of 2340.221. After analyzing the factor loadings of the reagents, it was determined that the scale would have 26 reagents. From the above, then, it can be concluded that the EAES is a good instrument to determine the prevalence of bullying in higher education students.
Harassment in the context of higher education is a problem that is increasingly visualized, especially with respect to the work of the states and the higher education establishments themselves, which is why a Scale of Harassment in Higher Education was built (EAES), to determine the prevalence of bullying in university life. The Likert scale with 37 items, whose content validity was carried out by 5 experts, through Aiken's V, leaving only the reagents with indexes greater than 0.60, leaving 26 items. The instrument was then applied to a sample of 137 higher education students, 86.86% women and 12.41% men with a mean age of 29.85 years. In this application, the reliability of the instrument was good with 0.918. The instrument shows convergent validity with the GHQ-12 (p < .001). Finally, the psychometric properties were analyzed through an Exploratory Factor Analysis (EFA) where it was confirmed that the scale had 6 factors, with a KMO of 0.839 and a chi-square of 2340.221. After analyzing the factor loadings of the reagents, it was determined that the scale would have 26 reagents. From the above, then, it can be concluded that the EAES is a good instrument to determine the prevalence of bullying in higher education students.
Notas
Trabajo (Magíster en Intervención Socio-Jurídica en Familia)
Palabras clave
Acoso, Enseñanza Superior