Cuestionario de Verbalizaciones de Logro Docentes en Exámenes Orales

Javier Sánchez-Rosas; Sergio Alexis Dominguez-Lara; Luis Alberto Furlan; Mirai Okinishi

doi:10.35670/1667-4545.v23.n2.42078

Autores/as

Javier Sánchez-Rosas Universidad Católica de Temuco https://orcid.org/0000-0002-7669-8981
Sergio Alexis Dominguez-Lara Universidad Privada Norbert Wiener https://orcid.org/0000-0002-2083-4278
Luis Alberto Furlan Universidad Nacional de Córdoba https://orcid.org/0000-0002-8415-0596
Mirai Okinishi Universidad Nacional de Córdoba https://orcid.org/0000-0003-2979-6818

DOI:

https://doi.org/10.35670/1667-4545.v23.n2.42078

Palabras clave:

ansiedad ante los exámenes, comportamiento docente, comentarios, exámenes orales, emoción de logro

Resumen

Hasta el momento, no existe un instrumento de medición que evalúe las expresiones verbales y comentarios sobre el logro de los alumnos que emiten los docentes en presencia de uno o varios estudiantes durante un examen oral. Este artículo informa la construcción, validez estructural, confiabilidad y validez externa del cuestionario de verbalizaciones de logro docentes en exámenes orales (TAVQ). El mismo evalúa varias verbalizaciones del docente desde la perspectiva de los estudiantes en exámenes orales. La validez estructural, confiabilidad y validez externa fueron evaluadas en una muestra de estudiantes universitarios (N = 252) de Argentina. Se especificaron varios modelos de medición plausibles basados en las dimensiones de valencia, foco y marco temporal, que fueron testeados mediante análisis factorial confirmatorio y bifactor. Se validaron dos escalas que miden con muy buena confiabilidad verbalizaciones de logro positivas y negativas expresadas por docentes durante los exámenes orales. Estas verbalizaciones mostraron relaciones apropiadas con emociones de logro y rendimiento académico. Se discute la necesidad de estudios futuros e implicancias prácticas.

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