Credibilidad docente y engagement académico en estudiantes tradicionales y no tradicionales de Ciencias de la Educación

  1. Manuel de-Besa Gutiérrez 1
  2. Facundo Peña Froment 2
  3. Javier Gil Flores 3
  1. 1 Universidad de Cádiz
    info

    Universidad de Cádiz

    Cádiz, España

    ROR https://ror.org/04mxxkb11

  2. 2 Universidad de Extremadura
    info

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

  3. 3 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

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Revista:
Revista de educación

ISSN: 0034-8082

Año de publicación: 2023

Título del ejemplar: Construcción de políticas y generación de conocimiento en educación

Número: 400

Páginas: 323-345

Tipo: Artículo

DOI: 10.4438/1988-592X-RE-2023-400-580 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de educación

Resumen

La credibilidad docente y el engagement académico son factores asociados al desempeño y al rendimiento académico del alumnado universitario. En el caso del alumnado no tradicional, definidos como aquellos que se incorporan a la universidad con más de 24 años o compaginan estudios y trabajo, credibilidad docente y engagement académico son factores que resultan especialmente relevantes para su integración y permanencia en la universidad. Con este trabajo se pretende describir la percepción de credibilidad docente y el engagement académico del alumnado no tradicional, y compararlos con estos mismos rasgos en el alumnado tradicional. Se ha contado con una muestra de 483 estudiantes, de los cuales 353 eran estudiantes tradicionales y 130 estudiantes no tradicionales. Se aplicaron la Escala de Credibilidad en Profesores Universitarios y la Escala de Engagement en el Aula, cuya validez de constructo y fiabilidad han sido valoradas mediante análisis factorial confirmatorio y el cálculo de alfa de Cronbach. El análisis se ha apoyado en estadísticos descriptivos y en el contraste de medias a través del análisis multivariante de la varianza. Los resultados muestran en el alumnado no tradicional niveles altos de credibilidad docente percibida y algo menores en engagement. Además, se constata una superioridad del alumnado no tradicional en todas las dimensiones de credibilidad (competencia, buena voluntad y confianza) y en el engagement agéntico. Las diferencias en engagement cognitivo, conductual y afectivo no son significativas. Los resultados llevan a reflexionar sobre la importancia de estas variables para el éxito del alumnado no tradicional en la universidad y permiten derivar recomendaciones prácticas para favorecerlo.

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