Escala Breve de Ansiedad ante la Evaluación Académica (EBAEA-3) Brief Scale of Anxiety of the Academic Evaluation (EBAEA-3)

Contenido principal del artículo

Dolores Frias-Navarro
Marcos Pascual-Soler
Eva Broseta-Aguilar
Héctor Monterde-i-Bort
José Soriano-Pastor
Joana Fornés-Vives
María del Castillo Fuentes-Durán
Fernando García-Pérez
Laura Dolz-Serra
Ana D'Ocón-Gimenez

Resumen

Resumen:


Los objetivos: analizar las propiedades psicométricas de una escala breve de ansiedad ante la evaluación académica y comprobar si hay diferencias entre los alumnos que cursan una materia del área de metodología o de otras áreas. La muestra está formada por 404 alumnos de Psicología (M = 21.03 años, DT = 5.45). El 56.4% reciben formación en metodología y el 43.6% en otras áreas. Los resultados señalan que los estudiantes que reciben formación en materias metodológicas informan de un mayor grado de ansiedad ante la evaluación y perciben que tienen menor autoeficacia. Las implicaciones de los hallazgos están vinculadas con la enseñanza de los contenidos de metodología y alerta a los docentes sobre la necesidad de actuar para controlar esas percepciones.


Palabras clave: ansiedad en educación; ansiedad ante la evaluación; medida, fiabilidad; validez


 


Abstract:


The objectives: to analyze the psychometric properties of a brief scale of pre-test anxiety and discover whether there are differences between students taking subjects in the area of methodology or in other areas. The sample is composed of 404 Psychology students (M = 21.03 years, SD = 5.45). Of them, 56.4% receive training in methodology and 43.6% in other areas. The results show that the students who receive training in methodological subjects report a greater degree of pre-test anxiety and perceive themselves as having less self-efficacy. The implications of the findings are linked to the teaching of the methodology contents, and they warn professors about the need to take steps to control these perceptions. 


Keywords: anxiety in education, pre-test anxiety, assessment, reliability, validity


 

Detalles del artículo

Sección
Estudios e Investigaciones
Biografía del autor/a

Dolores Frias-Navarro, Universidad de Valencia

Catedrática de Universidad. Departamento de Metodología de las Ciencias del Comportamiento. Desde 1994 es la directora de la Unidad de Investigación “REsearch MEthods and design in applied psychology (REME) and Principles of Integrity in Science (Pi-Science)” de la Universidad de Valencia. La producción científica se ha desarrollado dentro del ámbito del análisis metodológico y la aplicación de las técnicas estadísticas y de diseño de investigación al campo aplicado. Destaca el estudio de los diseños de investigación, el impacto de la reforma estadística, los problemas de la replicación y la crisis de la Ciencia, la potencia estadística y el tamaño del efecto, revisiones sistemáticas y meta-análisis y, en definitiva, el estudio de los elementos que están relacionados con la validez de conclusión estadística y la calidad de la evidencia (pruebas) de los resultados. 

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