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Inicio Revista de Psicodidáctica (English Edition) The Brief-ACRA Scale on Learning Strategies for University Students
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Vol. 23. Issue 1.
Pages 63-69 (January - June 2018)
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Vol. 23. Issue 1.
Pages 63-69 (January - June 2018)
Original
DOI: 10.1016/j.psicoe.2017.03.001
The Brief-ACRA Scale on Learning Strategies for University Students
Evaluación de estrategias de aprendizaje mediante la escala ACRA abreviada para estudiantes universitarios
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Lucía Jiménez
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luciajimenez@us.es

Corresponding author.
, Alfonso-Javier García, Javier López-Cepero, Francisco-Javier Saavedra
Facultad de Psicología, Universidad de Sevilla, Sevilla, Spain
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Tables (5)
Table 1. Factor structure and internal consistency of the ACRA-C for the first half of the sample
Table 2. Goodness-of-fit indexes of the two models with the second half of the sample: ACRA-A (44 items) and ACRA-C (17 items)
Table 3. Bivariate correlations between the factors of the ACRA-C and other variables of interest
Table 4. T contrast for ACRA-C scores by gender
Table 5. Descriptive statistics for the three factors of the ACRA-C for males and females
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Abstract

The examination and promotion of learning strategies in higher education has become a hot topic, not only for academic success, but also for professional and personal development. Among the tools available for evaluating learning strategies, the ACRA adapted for university students stands out as one of the most popular in studies with Spanish-speaking populations. However, there have been no attempts at validation using confirmatory factor techniques and there are no cut-off points available for training purposes. In this paper, the factor structure of the ACRA scale is examined. A cross-validation strategy (combining exploratory and confirmatory factor analyses) was used on a sample of 809 university students. A 17-item version is proposed, showing evidence for structural invariance across genders. The resulting three-factor structure is discussed (micro-strategies, memorizing-keys and metacognition, and emotional-social support), together with its association with other dimensions. Moreover, criteria by gender are provided.

Keywords:
Learning strategies
Higher education
Validation
Factor analysis
Gender
Resumen

Conocer qué estrategias de aprendizaje emplea el alumnado universitario y promoverlas es importante no solo para su éxito académico, sino también para su desarrollo vital y profesional. Entre las herramientas disponibles la adaptación de la escala ACRA para evaluar las estrategias de aprendizaje del alumnado universitario se encuentra entre las más extendidas en el contexto hispanohablante, aunque no se cuenta con estudios de validación empleando técnicas confirmatorias ni con datos de baremación que faciliten su uso con el fin de promover estas estrategias. En este trabajo se examina la estructura factorial del ACRA en una muestra de 809 estudiantes universitarios mediante validación cruzada, proponiendo una versión de 17 ítems económica en su aplicación y con una estructura común para varones y mujeres. Se discute la estructura trifactorial obtenida (microestrategias, claves de memoria y metacognición y apoyo emocional-social) y su relación con otros constructos y se ofrecen datos de baremación por sexo.

Palabras clave:
Estrategias de aprendizaje
Educación superior
Validación
Análisis factorial
Sexo

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