The Measurement of the Diversity in Learning to Enhance Educational Inclusion and Achievement. Validation of a Scale in Higher Education
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| Pubblicato in: | Psicología Educativa vol. 31, no. 2 (Jun 2025), p. 111-121 |
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| Accesso online: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 024 | 7 | |a 10.5093/psed2025a14 |2 doi | |
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| 045 | 2 | |b d20250601 |b d20250630 | |
| 100 | 1 | |a Gandarillas, Miguel A | |
| 245 | 1 | |a The Measurement of the Diversity in Learning to Enhance Educational Inclusion and Achievement. Validation of a Scale in Higher Education | |
| 260 | |c Jun 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a There is an increasing focus among researchers and educators on diversity in learning patterns (DinL) in the classroom. However, there is a lack of comprehensive frameworks, considering psychosocial factors crucial for inclusion and equality. This study aims to develop and validate an integrative construct of DinL to address this gap. A scale was built measuring the five dimensions of the construct: Coping with Difficulties, Effort, Autonomy, Understanding/Career Interest, and Social/Physical Context. To validate the scale, a study was carried out with a sample of 1,644 students from Complutense University of Madrid, analysing the DinL factorial structure, internal consistency, and validity. Results showed robust internal and external validity, with good values for configural, metric, invariance, and scalar variance. Significant relationships were found between DinL factors, academic performance, and sex. In conclusion, this study offers an optimal scale to assess DinL in the classroom for personalized education, psychosocial inclusion, and equality. Existe un creciente interés entre investigadores y educadores sobre la diversidad en los patrones de aprendizaje (DenA) en el aula. Sin embargo, falta un marco integral que también considere los factores psicosociales cruciales para la inclusión y la igualdad. Este estudio tiene como objetivo desarrollar y validar un constructo integrador de DenA para abordar esta necesidad. Se construyó una escala para medir las cinco dimensiones que comprenden el constructo: Afrontamiento de Dificultades, Esfuerzo, Autonomía, Comprensión/Interés Profesional, y Contexto Social/Físico. Para validar la escala, se realizó un estudio con una muestra de 1,644 estudiantes de la Universidad Complutense de Madrid, analizando la estructura factorial de DenA, la consistencia interna y la validez. Los resultados mostraron una validez interna y externa robusta, con buenos valores para la varianza configuracional, métrica, escalar, e invariancia. Se encontraron relaciones significativas entre los factores de DenA, el rendimiento académico y el sexo. En conclusión, este estudio ofrece una escala óptima para evaluar DenA en el aula para una educación personalizada que favorezca la inclusión psicosocial y la igualdad. | |
| 653 | |a Students | ||
| 653 | |a Teaching methods | ||
| 653 | |a Higher education | ||
| 653 | |a College students | ||
| 653 | |a Cognitive style | ||
| 653 | |a Questionnaires | ||
| 653 | |a Autonomy | ||
| 653 | |a Equality | ||
| 653 | |a Measures | ||
| 653 | |a Measurement | ||
| 653 | |a Learning | ||
| 653 | |a Inclusion | ||
| 653 | |a Academic achievement | ||
| 653 | |a Educational attainment | ||
| 653 | |a Psychosocial factors | ||
| 653 | |a Collaborative learning | ||
| 653 | |a Coping | ||
| 653 | |a Classrooms | ||
| 653 | |a Inclusive education | ||
| 653 | |a Teachers | ||
| 653 | |a Factor structure | ||
| 653 | |a Education | ||
| 653 | |a Scalarity (Semantics) | ||
| 653 | |a Learning Problems | ||
| 653 | |a Group Instruction | ||
| 653 | |a Academic Accommodations (Disabilities) | ||
| 653 | |a Cooperative Learning | ||
| 653 | |a Study Skills | ||
| 653 | |a Psychological Patterns | ||
| 653 | |a Educational Objectives | ||
| 653 | |a Study Habits | ||
| 653 | |a Student Characteristics | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Learning Processes | ||
| 653 | |a Cultural Background | ||
| 653 | |a Machine Tools | ||
| 653 | |a Educational Needs | ||
| 700 | 1 | |a Elvira-Zorzo, María N | |
| 700 | 1 | |a Osa-Subtil, Iria | |
| 700 | 1 | |a Rodríguez-Vera, Montserrat | |
| 700 | 1 | |a Chacón-Fuertes, Fernando | |
| 773 | 0 | |t Psicología Educativa |g vol. 31, no. 2 (Jun 2025), p. 111-121 | |
| 786 | 0 | |d ProQuest |t Sociology Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3234181101/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3234181101/fulltextwithgraphics/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3234181101/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |