Construcción y validación de una escala de motivación lectora para profesores chilenos de lenguaje y comunicación (EMLPLC)
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Archivos
Fecha
2020
Profesor/a Guía
Facultad/escuela
Idioma
es
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Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Diversas investigaciones han estudiado el rol del profesor en torno a la
enseñanza de la alfabetización, situando a los profesores de Lenguaje y Comunicación
entre los principales responsables de esta tarea. Si bien la relación existente entre
motivación lectora docente y la formación de lectores comprometidos ha sido
demostrada, no existen instrumentos cuantitativos que permitan medir variables
asociadas a la motivación lectora de los profesores. La presente investigación tiene por
objetivo construir y validar una Escala tipo Likert que mida variables asociadas a las
conductas de motivación lectora en docentes de Lenguaje y Comunicación chilenos,
según el modelo de motivación de logro “Expectativa-Valor” de Eccles & Wigfield y sus
dimensiones: expectativa, importancia, utilidad, valor y costo asociados a la tarea. El
instrumento fue sometido a validación de contenido por juicio de expertos, luego se
realizó una aplicación piloto a una muestra de 30 profesores y se calculó su coeficiente
de fiabilidad de consistencia interna usando el Alfa de Cronbach. Los resultados señalan
que la Escala demostró ser válida y confiable y que los docentes declaran estar altamente
motivados por la lectura, obteniendo las mayores puntuaciones en las dimensiones de
“Utilidad” e “Importancia”, mientras que fue “Costo” la dimensión más descendida.
Many researchers have focused on study the teachers’ role in literacy learning, placing teachers of Language and Communication among the main responsible for this task. Despite the relationship between teacher's reading motivation and the training of committed readers has been demonstrated, there are no quantitative instruments that allow measuring variables associated with teacher’s reading motivation. The present study was aimed at build and psychometrically validate a Likert-tape Scale that measures variables associated with reading motivation behaviors in Chilean Language and Communication teachers, according to the “Expectancy-Value” model of achievement motivation by Eccles and Wigfield and its dimensions: expectancy, importance, utility, value and cost associated with the task. The scale was submitted to a content validation by expert judgement, then a pilot test was applied to 30 language and communication teachers and last, its internal consistency reliability coefficient was calculated using Cronbach’s Alpha. The results showed that the Scale proved to be valid and reliable and that teachers declare being highly motivated by reading, obtaining the highest scores in the dimensions of "Utility" and "Importance", while "Cost" was the lowest scored dimension.
Many researchers have focused on study the teachers’ role in literacy learning, placing teachers of Language and Communication among the main responsible for this task. Despite the relationship between teacher's reading motivation and the training of committed readers has been demonstrated, there are no quantitative instruments that allow measuring variables associated with teacher’s reading motivation. The present study was aimed at build and psychometrically validate a Likert-tape Scale that measures variables associated with reading motivation behaviors in Chilean Language and Communication teachers, according to the “Expectancy-Value” model of achievement motivation by Eccles and Wigfield and its dimensions: expectancy, importance, utility, value and cost associated with the task. The scale was submitted to a content validation by expert judgement, then a pilot test was applied to 30 language and communication teachers and last, its internal consistency reliability coefficient was calculated using Cronbach’s Alpha. The results showed that the Scale proved to be valid and reliable and that teachers declare being highly motivated by reading, obtaining the highest scores in the dimensions of "Utility" and "Importance", while "Cost" was the lowest scored dimension.
Notas
Tesis (Magíster en Comprensión Lectora y Producción de Textos)
Palabras clave
Comprensión de Lectura, Profesores de Lenguaje y Comunicación, Investigaciones