The Evolution of Active Learning in Response to the Pandemic: The Role of Technology.

Active learning has consistently played a significant role in education. Through interactive tasks, group projects, and a variety of engaging activities, students are encouraged to forge connections with the subject matter. However, the pandemic has necessitated that educators adapt and refine their active learning techniques to accommodate the online environment. This has resulted in stimulating innovations in the field, encompassing virtual simulations, online collaboration tools, and interactive multimedia. The COVID-19 pandemic has rapidly transformed the landscape of teaching and learning, particularly in higher education. One of the most prominent shifts has been the widespread adoption of active learning techniques, which have increased student engagement and fostered deeper learning experiences. In this chapter, we examine the evolution of active learning during the pandemic, emphasizing its advantages and challenges. Furthermore, we delve into the role of advances in artificial intelligence and their potential to enhance the effectiveness of active learning approaches. As we once focused on leveraging the opportunities of remote teaching, we must now shift our attention to harnessing the power of AI responsibly and ethically to benefit our students. Drawing from our expertise in educational innovation, we provide insights and recommendations for educators aiming to maximize the benefits of active learning in the post-pandemic era.

Using office hour appointment data to illustrate a decline in student-faculty interaction during and after COVID-19.

Student-faculty interaction (SFI) is an important indicator of student engagement that positively associates with academic achievement and retention. Quantitative information regarding the impact of emergency remote teaching (ERT) during COVID-19 on SFI is limited. This retrospective, observational cohort study tests the hypothesis that COVID-19 ERT negatively affected SFI in a gender-dependent manner. Electronic records of office hour (OH) appointments, used to measure SFI, for first-year medical students across three time periods, before, during and after COVID, were obtained and analyzed. A concerning, marked decline in SFI during and after the COVID-19 pandemic is noted. Before COVID, significantly more women (75.20%) made at least one OH appointment compared with men (40.54%). During COVID, the proportion of women making an OH appointment (69.71%) was statistically indistinguishable from women before COVID-19. In contrast, significantly fewer men during COVID (10.34%) than before COVID made an OH appointment. On return to face-to-face teaching, no rebound effect was observed. Compared with before COVID gender-matched peers, fewer men and women after COVID made OH appointments. Discipline-based analyses show that for all three time periods physiology emerged as the content area in which students made most OH appointments. The reduction in SFI observed, combined with the consistency with which the participants in our study indicated a need for assistance with the physiology discipline, emphasizes the importance of active promotion of faculty support and deliberate efforts to reconnect with students in the post-COVID context.NEW & NOTEWORTHY Applying readily available data, we quantify a persistent, negative impact of the shift to emergency remote teaching (ERT) on a measure of student-faculty interaction (SFI) among first-year medical students. A gender-based component to these effects is also discussed. Before, during, and after COVID, physiology emerged as the most engaged-with discipline as measured by office hour (OH) appointment volume.

Perceived instructor presence, interactive tools, student engagement, and satisfaction in hybrid education post-COVID-19 lockdown in Mexico.

Interactive communication platforms have been widely used to support online teaching. However, during the Coronavirus Diseases 2019 (COVID-19) pandemic they gained unprecedented relevance since they allowed educational processes to continue. This study investigated the relationship among interactive communication technology tools, perceived instructor presence, student satisfaction and engagement in hybrid courses post-COVID-19 lockdown. An electronic questionnaire was administered to 1086 students from a public university in Mexico that implemented a hybrid class model using Microsoft Teams after the lockdown. Jamovi and WarpPLS were used to perform confirmatory factor analysis and structural equation modeling. The findings revealed that interactive technological communication tools positively impact the instructor's perceived presence, student satisfaction and engagement. Similarly, commitment significantly positively impacted student satisfaction. The model demonstrated a good fit. The findings were consistent with studies before and during the lockdown. The instructor's perceived presence promotes student engagement and satisfaction, and Microsoft Teams effectively facilitates this presence. These findings suggest that interactive communication tools are and will be significant in educational contexts and modalities. This study provides useful insights for educators, course designers and educational administrators, emphasizing effective communication with students and implementing interactive technological communication tools to enhance hybrid learning in the post-pandemic era.

Revisión sistemática del compromiso escolar en educación secundaria / A systematic review of methodological aspects of student engagement research in secondary students

Resumen La investigación sobre el compromiso escolar de los estudiantes ha crecido significativamente en la última década y su medición es de gran interés en la investigación educativa. Esto se podría explicar por su potencial para comprender problemas educativos importantes con respecto a las trayectorias académicas de los estudiantes, incluida la adaptación a la escuela, el rendimiento y los logros académicos, las tasas de finalización y la deserción escolar. Se ha evidenciado que los estudiantes que se sienten más comprometidos con su escuela experimentan una trayectoria escolar más positiva y tienen una vida más exitosa, por lo que se considera que el compromiso escolar es una variable protectora vinculada a tasas más bajas de delincuencia, abuso de sustancias y depresión. Para obtener una comprensión más profunda del cuerpo de investigación actual sobre el compromiso escolar de los estudiantes, esta revisión de la literatura tuvo por objetivo analizar las características metodológicas de la investigación empírica cuantitativa sobre ese compromiso de los estudiantes en la escuela secundaria. Como método se realizó una revisión sistemática de la literatura en las bases de datos Web of Science, Scopus y SciELO del período 2013 a 2020. Cuarenta y siete artículos cumplieron los criterios de inclusión establecidos. Los resultados evidenciaron que casi todos los estudios se realizaron en Estados Unidos, mientras que ninguno de los artículos analizados fue desarrollado en América Latina. Con respecto al tamaño de la muestra, se identificó que la mayoría de los estudios revisados ​​tenían un tamaño de muestra entre 501 y 5000 participantes. En cuanto a los diseños de investigación utilizados en estos estudios, la mayoría utilizó un diseño correlacional, pero solo unos pocos implementaron diseños longitudinales o cuasi experimentales. Se identificó la coexistencia de diferentes marcos conceptuales sobre el compromiso escolar; sin embargo, la investigación concuerda en comprenderlo como un constructo multidimensional que implica el involucramiento del estudiante en actividades relacionadas con la escuela y su estudio. La diversidad conceptual del constructo de compromiso escolar se refleja en los numerosos instrumentos identificados en esta revisión, en los que las dimensiones más prevalentes del compromiso escolar fueron la dimensión conductual, cognitiva y emocional. Respecto de los tipos de variables incluidas en los estudios de compromiso escolar, se observó que se han incluido un gran número que cubren diferentes aspectos y temas relacionados con las experiencias académicas de los estudiantes, como las relacionadas con los propios estudiantes, así como las relacionadas con los padres, compañeros, profesores y escuelas. En conclusión, dado que el compromiso escolar de los estudiantes es una variable que se ha considerado crítica en contextos académicos, a medida que se realicen estudios futuros en este campo, será importante examinar la correlación de diferentes tipos de variables con el compromiso escolar de los estudiantes. Se podrían examinar las potenciales variables moderadoras que podrían surgir al realizar estudios en nuevos entornos educativos o culturalmente diversos, por ejemplo, con estudiantes con necesidades especiales. Esto es especialmente importante cuando se considera a la región Latinoamericana. Dado que la mayoría de los estudios se han realizado en Estados Unidos, se requiere considerar aspectos importantes antes de su implementación, como la validez de los instrumentos de medida, los que podrían estar sesgados si no se adaptan a la cultura Latinoamericana. Además, los estudios futuros deberían definir con precisión el constructo de compromiso escolar de los estudiantes y lograr un consenso en la investigación.

Abstract Student engagement research has grown significantly in the past decade and measuring it is of high interest in educational research. To gain a deeper understanding of the current body of research on student engagement, this review aims to analyze the design characteristics of empirical quantitative research on student engagement in secondary school. A systematic review was performed in the Web of Science, Scopus, and SciELO databases from the period 2013 to 2020. Forty-seven articles met the inclusion criteria. The results revealed that most studies were performed in North America and none in Latin America; the designs were mainly measuring variable associations. Teacher-related variables are the least examined variables. The instruments used to measure the student engagement and the constructs employed, shows there is substantial theoretical heterogeneity among studies. Future studies need to accurately define student engagement; give further attention to variables related to teachers, peers, families, and institutional conditions.

Adaptación y validación transcultural al español del University Student Engagement Inventory / Cross-cultural Adaptation and Validation of the University Student Engagement Inventory into Spanish

Resumen Introducción: el compromiso académico hace referencia a la predisposición que los estudiantes tienen a participar de manera activa en la vida universitaria, asistiendo a las clases, entregando los trabajos a tiempo y siguiendo las instrucciones de los docentes. Existe evidencia que demuestra que el compromiso académico predice positivamente el éxito de los estudiantes. Por esta razón, es que su evaluación cobra gran relevancia para el ámbito educativo universitario a la hora de diseñar prácticas pedagógicas que estimulen el compromiso de los alumnos. El objetivo del presente trabajo fue adaptar y validar la versión del University Student Engagement Inventory (USEI) al español, contemplando diferencias lingüísticas y culturales de tres países hispanohablantes. Método: participaron 921 estudiantes universitarios de España, Argentina y Uruguay. Se aplicó el USEI que consta de 15 afirmaciones agrupadas en tres dimensiones de compromiso: conductual, cognitivo, emocional. Resultados: después de que tres traductores realizaran la adaptación lingüística del instrumento, nueve jueces expertos analizaron el contenido de los ítems y conservaron como resultado la totalidad de los reactivos. Más adelante, se analizó y verificó la estructura interna del instrumento -análisis factorial confirmatorio, validación cruzada, invarianza factorial, consistencia interna-, y también se obtuvo adecuada evidencia de validez externa concurrente entre las dimensiones del USEI y los enfoques de aprendizaje. Conclusión: se obtuvo una versión en español del USEI con adecuadas propiedades psicométricas que puede ser empleado en el ámbito de aplicación con el propósito de identificar el compromiso académico de los estudiantes y proponer acciones orientadas a mejorar sus aprendizajes.

Abstract Introduction: Academic engagement refers to the predisposition that students must actively participate in university life, attending classes, turning in work on time, and following teachers' instructions. There is evidence that shows that academic engagement positively predicts student success. For this reason, its evaluation is of great relevance for university education when designing pedagogical practices that stimulate student engagement. The aim of this study was to adapt and validate the University Student Engagement Inventory (USEI) into Spanish, considering linguistic and cultural differences in three Spanish-speaking countries. Methods: 921 university students from Spain, Argentina and Uruguay participated in the study. The USEI, which consists of 15 statements grouped into three dimensions of engagement -behavioral, cognitive, emotional- was administered. Results: After three translators made the linguistic adaptation of the instrument, nine expert judges analyzed the content of the items, retaining as a result the totality of the items. Subsequently, the internal structure of the instrument was analyzed and verified -confirmatory factor analysis, cross-validation, factorial invariance, internal consistency-. Adequate evidence of concurrent external validity between USEI dimensions and learning approaches was also obtained. Conclusion: A Spanish version of the USEI was obtained with adequate psychometric properties that can be used in the field of application with the purpose of identifying students' academic engagement and proposing actions aimed at improving their learnings.

A Pilot Study to Determine if Playing Music Before Class Enhanced the "Zoom" Online Learning Environment in a Preclinical Science Course.

The COVID-19 pandemic forced students and educators to shift from the traditional physical classrooms (face to face) to online platforms such as the Zoom to host live synchronous sessions. Although this video teleconferencing software facilitated communication between students and faculty around the world, technically the blank, silenced log-in screens removed the "connectedness" of the classroom. A medical educator plays music during the pre-class Zoom synchronous session as an approach to encourage a positive learning environment in a preclinical science course.

Influence of Teacher-Student Relationships and Special Educational Needs on Student Engagement and Disengagement: A Correlational study.

Contemporary educational research has found that student engagement and disengagement have a relevant influence on learning outcomes. However, research on the influence of teacher-student relationships in the engagement of students with special educational needs (SEN) is scarce. The purpose of this study is to analyze the impact of teacher-student relationships, peer support at school, family support for learning, opportunities to participate at school, and SEN on engagement and disengagement of students using a sample of secondary students with SEN and typical development (TD). Through a non-experimental, correlational, and cross-sectional design, we evaluated 1,020 high school students (340 with SEN and 680 with TD) in the 9th grade (13-19 years old, M = 14.8; SD = 0.89). Teacher-student relationships, peer support at school, and family support for learning were assessed via subscales from the Student Engagement Inventory (SEI), opportunities to participate at school were measured with a subscale of the School Participation Questionnaire (SP), whereas engagement and disengagement were measured using the Multidimensional Scale of School Engagement (MSSE). Results show significant statistical differences between SEN and TD students in both student engagement and disengagement indicators. Engagement of SEN students is higher in the cognitive, emotional, and social dimensions than that of TD students. However, they also have higher disengagement in the cognitive and behavioral dimensions. Furthermore, SEN students rate their relationships with teachers more highly and perceive more opportunities for school participation than their peers. Further analyses show that teacher-student relationships are positively associated with all dimensions of student engagement and inversely with behavioral and cognitive disengagement. Although correlational, the findings suggest teacher-student relationships and school participation opportunities could be important variables for diminishing disengagement and its negative consequences for both SEN and TD students, while improving student engagement. We discuss these results considering possible implications for educational policies, practices, and research.

Bang the gavel: animal experimentation on trial-an interdisciplinary mock trial at the school of health sciences.

Active learning activities offer opportunities for medical students to facilitate the retention of knowledge and develop soft skills. We aimed to create a guide for an interdisciplinary mock trial learning activity within the medical curriculum of the College of Medicine, Anhembi Morumbi University-Laureate International Universities, Sao Paulo, Brazil. We designed an "Animal Experimentation Mock Trial" in which students are coached to search for scientific, legal, and ethical arguments pro and contra animal experimentation in medical research. The mock trial is prepared and staged with student teams to play the 1) presiding judge, 2) the plaintiff's attorney and expert witnesses contra animal research, 3) the defense attorney and expert witnesses pro animal research, and 4) the jury. The plaintiff and defense teams made presentations, and between each presentation the jury put questions to presenters (cross-examination). The jury team gave two evaluation scores after the plaintiff's presentation and then after the defense presentation. The formal feedback for this active learning activity indicated that students expressed satisfaction with the teaching strategies employed in the course. The mock trial with the lesson plan provides a learning mean to exemplify the complex relationship between animal experimentation, medical evidence, ethics, and law/regulations. This mock trial helps medical students to develop their soft skills, such as the ability to collaborate and also to recognize the limits of their own knowledge, important for professional development. The importance of interdisciplinary discussions is demonstrated by increasing the awareness of the multidisciplinary aspect of animal research.

A psycho-social analysis of depression, anxiety and student engagement: Effects of parenting practices.

The extent to which students' level of depressive and anxiety symptoms and student engagement were predicted by parental emotional support, monitoring and harsh parenting was investigated using a series of multiple regression analyses. Grade six students from public primary schools (n = 293; 49% females, 51% males; mean age = 10 years) in Barbados completed the Revised Children's Anxiety and Depression Scale, a Parenting Questionnaire and an adapted Student Engagement scale. Students' level of depressive symptoms were predicted by parental emotional support and harsh parenting, but not by parental monitoring. With the exception of harsh parenting, neither parental emotional support nor parental monitoring were significant predictors of the anxiety levels of students. Student engagement was predicted by all three types of parenting practices. Limitations, recommendations for future research and practical implications of the study are discussed.

Estudio comparativo de técnicas de analítica del aprendizaje para predecir el rendimiento académico de los estudiantes de educación superior / Comparative study of learning analytics techniques to predict student academic performance in higher education

Resumen La deserción escolar involucra diversos factores, entre ellos, el compromiso del estudiante, a través del cual se puede predecir su éxito en la escuela. Ese compromiso tiene varios componentes, tales como conductual, emocional y cognitivo. La motivación y el compromiso están fuertemente relacionadas, ya que la primera es un precursor del compromiso. El objetivo de este estudio fue comparar la eficacia de la regresión lineal contra dos técnicas de minería de datos para predecir el rendimiento académico de los estudiantes en la educación superior. Se hizo un estudio transversal explicativo en el que se encuestó a 222 estudiantes universitarios de una institución pública de la Ciudad de México. Se realizó un análisis de regresión lineal jerárquico (RL) y de técnicas de analítica del aprendizaje, como redes neuronales (RN) y máquinas de vector soporte (SVM). Para evaluar la exactitud de las técnicas de analítica del aprendizaje se realizó un análisis de varianza (ANOVA). Se compararon las técnicas de analítica del aprendizaje y de regresión lineal usando la validación cruzada. Los resultados mostraron que el compromiso conductual y la autoeficacia tuvieron efectos positivos en el desempeño del estudiante, mientras que la pasividad mostró un efecto negativo. Asimismo, las técnicas de RL y de SVM pronosticaron igualmente el desempeño académico de los estudiantes. La RL tuvo la ventaja de producir un modelo simple y de fácil interpretación. Por el contrario, la técnica de SVM generó un modelo más complejo, aunque, si el modelo tuviese como objetivo el pronóstico del desempeño, la técnica SVM sería la más adecuada, ya que no requiere la verificación de ningún supuesto estadístico.

Abstract The issue of school dropout involves factors such as students' engagement that can predict his or her success in school. It has been shown that student engagement has three components: behavioral, emotional and cognitive. Motivation and engagement are strongly related since the former is a precursor of engagement. The aim of this study was to compare the efficiency of linear regression against two data mining techniques to predict the students' academic performance in higher education. A descriptive cross-sectional study was carried out with 222 students from a public higher education institution in Mexico city. An analysis of hiererchical linear regression (LR) and learning analytics techniques such as neural networks (NN) and support vector machine (SVM) was conducted. To assess the accuracy of the learning analytics techniques, an analysis of variance (ANOVA) was carried out. The techniques were compared using cross validation. The results showed that behavioral engagement and self-efficacy had positive effects on student achievements, while passivity showed a negative effect. Likewise, the LR and SVM techniques had the same performance on predicting students' achievements. The LR has the advantage of producing a simple and easy model. On the contrary, the SVM technique generates a more complex model. Although, if the model were aimed to forecast the performance, the SVM technique would be the most appropriate, since it does not require to verify any statistical assumption.

A funds of knowledge approach to promoting school engagement / Os fundos de conhecimento para a promoção do envolvimento escolar / Los fondos de conocimiento para promover la implicación escolar

Research shows that the exclusion of families' funds of knowledge (FoK) from the curriculum contributes to low levels of school engagement. This study is part of an ongoing research project aiming to promote school engagement among students from immigrant backgrounds through the strategic use of FoK. We provide an overview of the project design and explain how it has been implemented in the specific context of early childhood education in a school in Catalonia. A qualitative approach is used to assess the effect of the process from the teacher perspective, contrasting positive aspects with some of the difficulties experienced. We conclude that including families' FoK in pedagogical practice can contribute towards improving student engagement and fostering more inclusive educational environments.

Algumas pesquisas mostram que excluir os fundos de conhecimento (FoK) das famílias do currículo escolar contribui para os baixos níveis de envolvimento na escola. Este estudo é parte de um projeto de pesquisa em andamento que visa promover o envolvimento dos estudantes de origem imigrante na escola, por meio do uso estratégico do FoK. Fornecemos uma visão geral do projeto e explicamos como ele foi implementado no contexto específico da educação infantil em uma escola na Catalunha. Foi utilizada uma abordagem qualitativa para avaliar o efeito do processo pela perspectiva do professor, contrastando aspectos positivos com algumas das dificuldades vivenciadas. Concluímos que a inclusão do FoK das famílias na prática pedagógica pode contribuir para melhorar o envolvimento dos alunos e promover ambientes educacionais mais inclusivos.

Las investigaciones demuestran que la exclusión de los fondos de conocimiento (FoK) de las familias del currículum contribuye a bajos niveles de compromiso escolar. Este estudio forma parte de una investigación en curso destinada a promover el compromiso escolar entre alumnos de origen inmigrante mediante el uso estratégico de FoK. Proporcionamos una descripción general del diseño del proyecto y explicamos cómo se ha implementado en el contexto específico de educación de primera infancia en un centro escolar en Cataluña. Aplicamos una metodología cualitativa para evaluar el efecto del proceso desde la perspectiva del profesorado, contrastando los aspectos positivos con algunas dificultades experimentadas. Concluimos que la inclusión de los FoK de las familias en la práctica pedagógica puede contribuir a mejorar el compro miso escolar y a fomentar un entorno educativo más inclusivo.

Engagement estudiantil: una revisión no sistemática de su conceptualización, modelos e instrumentos de medición

El compromiso o involucramiento de los estudiantes en actividades académicas es comúnmente investigado bajo en nombre de engagement. La relevancia que el engagement tiene en el ámbito académico se debe fundamentalmente a la relación que mantiene con otras variables, tales como motivación, aprendizaje, rendimiento académico, permanencia en el sistema, satisfacción y el bienestar académico, entre otras. El objetivo de este trabajo es presentar una revisión exhaustiva del engagement académico abordando las definiciones, modelos e instrumentos más difundidos en la actualidad. Se emplearon fuentes de información primaria y secundaria, obtenidas a partir de una búsqueda bibliográfica del término engagement en español, inglés y portugués, en distintas bases de datos de uso académico frecuente. Los resultados obtenidos permiten dar cuenta de la coexistencia de distintos abordajes sobre el engagement, repercutiendo en el desarrollo de modelos según cuáles sean las distintas dimensiones teorizadas del constructo y sus instrumentos de evaluación

The commitment or involvement of students in academic activities is commonly investigated by the name of engagement. The relevance that engagement has in the academic field is mainly due to the relationship it maintains with other variables, such as motivation, learning, academic performance, permanence in the system, satisfaction and academic well-being, among others. The objective of this article is to present a comprehensive review of academic engagement addressing its definitions, models and instruments most widespread today. Primary and secondary information sources were used, obtained from a bibliographic search of the term engagement in Spanish, English and Portuguese, in different databases of frequent academic use. The results obtained account for the coexistence of different approaches to engagement, having an impact on the development of models according to the different theorized dimensions of the construct and its evaluation instruments

Rodas de conversa: uma intervenção da psicologia educacional no curso de medicina / Conversation circles: a statement by the educational psychology in the school of medicine / Ruedas de conversación: una intervención en psicología educativa en la carrera de medicina

A formação médica pode ser atravessada por grande carga emocional e sofrimento, os quais na maioria das vezes não são compartilhados em decorrência das exigências presentes no ambiente acadêmico. Nesse contexto, a psicologia educacional é solicitada a desenvolver estratégias que contribuam para melhorar a qualidade da permanência do acadêmico de medicina. Este artigo avalia uma prática psicológica, desenvolvida junto a um grupo de oito estudantes de medicina, por meio de Rodas de Conversa, baseadas nos conceitos de dialogismo e exotopia, pressupostos bakhtinianos. A avaliação, realizada pelos próprios participantes, apontou que as Rodas contribuíram para a mudança dos sentidos atribuídos às exigências do grupo e à maneira de respondê-las; deslocou o eixo de análise da esfera individual para a institucional, diminuindo a tensão e a autocobrança; favoreceu a desculpabilização, além de promover o engajamento dos estudantes pelo desenvolvimento de ações coletivas.

Medical education can be crossed by great emotional pressure and suffering, which in most cases are not shared due to high demands present throughout the academic environment. In this context, Educational Psychology is summoned to develop strategies that contribute to improving the quality of medical academic permanency. This article evaluates a psychological practice, conducted with a group of eight medical students through conversation circles based on dialogism and exotopy, Bakhtinian assumptions. The assessment carried out by the participants themselves, pointed out that the conversation circles contributed to the change of the meanings attributed to the group's high demands and the way they respond to them. The shift from individual self-analyses to institutional analysis was enabled contributing to the reduction of tension and high self-expectation. Collective actions also resulted from student engagement.

La formación médica pude ser atravesada por grandes cargas emocionales y sufrimiento, las cuales en la mayoría de las veces no son compartidas debido a las exigencias presentes en el ambiente académico. En este contexto, la Psicología Educativa es convocada a desarrolar estrategias que mejoren la calidad de la permanencia del estudiante de medicina. Este artículo evalúa una práctica psicológica, realizada con un grupo de ocho estudiantes de medicina a través de Ruedas de Conversación, basadas en el dialogismo y exotopia, presupuestos bajtinianos. La evaluación, realizada por los propios participantes, apuntó que las ruedas contribuyeron para la transformación de los sentidos atribuidos a las exigencias del grupo y a la forma de responderlas; trasladó el eje de análisis de la esfera individual para la institucional, disminuyendo la tensión y la autoexigencia; favoreció la desculpabilización además de promover el involucramiento de los estudiantes, por el desarrollo de acciones colectivas.

Evidências de validade da Escala de Envolvimento Acadêmico para universitários / Validity evidence of the Academic Involvement Scale for higher education students / Evidencias de validez de la Escala de Envolvimiento Académico para universitarios

O envolvimento acadêmico, entendido como a participação dos estudantes nas tarefas educativas, é imprescindível para aprendizagem, desenvolvimento e permanência no sistema educacional. Este estudo apresenta a construção e evidências de validade da Escala de Envolvimento Acadêmico aplicada em 1070 universitários, com idade média de 23 anos, sendo 50% do sexo masculino e de diferentes cursos e turnos. A Análise Fatorial Exploratória aplicada à metade da amostra indicou uma estrutura bidimensional: envolvimento comatividades obrigatórias e envolvimento com atividades não obrigatórias. A Análise Fatorial Confirmatória realizada com o restante da amostra destacou a adequação à estrutura fatorial, sendo que as cargas fatoriais dos itens e os indicadores de consistência interna decada fator foram adequados. A escala contribui para ampliação do conhecimento sobre a vivência acadêmica e reafirma a diversidade de experiências presentes na formação universitária.

The academic involvement, understood as the students’ participation in the educational tasks, is indispensable in their learning, development and persistence in the educational system. This study shows the construction and validity evidence of the Academic Involvement Scale applied to 1070 university students, aged 23 on average, 50% of whom were male students from different courses and class times. The Exploratory Factor Analysis applied to half of the sample indicated a two factor structure: involvement with obligatory activities and involvement with nonobligatory activities. The Confirmatory Factor Analysis with the rest of the sample pointed out the adequacy to the factor structure, since the factor loadings of the items and the indicators of internal consistency levelof each factor were adequate. The scale contributes to increasing the knowledge about academic life and reaffirms the diversity of experiences in higher education.

El envolvimiento académico, entendido como la participación de los estudiantes en las tareas educativas, es imprescindible paraaprendizaje, desarrollo y permanencia en el sistema educacional. Este estudio presenta la construcción y evidencias de validez de la Escala de Envolvimiento Académico aplicada en 1070 universitarios, con edad media de 23 años, siendo 50% del sexo masculino y dediferentes cursos y turnos. El Análisis Factorial Exploratorio aplicado a la mitad de la muestra indicó una estructura bidimensional: envolvimiento con actividades obligatorias y envolvimiento con actividades no obligatorias. El Análisis Factorial Confirmatorio realizado con el restante de la muestra destacó la adecuación a la estructura factorial, siendo que las cargas factoriales de los ítems y losindicadores de consistencia interna de cada factor fueron adecuados. La escala contribuye para ampliación del conocimiento sobre lavivencia académica y reafirma la diversidad de experiencias presentes en la formación universitaria.

Evidências de validade da Escala de Envolvimento Acadêmico para universitários / Validity evidence of the Academic Involvement Scale for higher education students / Evidencias de validez de la Escala de Envolvimiento Académico para universitarios

O envolvimento acadêmico, entendido como a participação dos estudantes nas tarefas educativas, é imprescindível para aprendizagem, desenvolvimento e permanência no sistema educacional. Este estudo apresenta a construção e evidências de validade da Escala de Envolvimento Acadêmico aplicada em 1070 universitários, com idade média de 23 anos, sendo 50% do sexo masculino e de diferentes cursos e turnos. A Análise Fatorial Exploratória aplicada à metade da amostra indicou uma estrutura bidimensional: envolvimento comatividades obrigatórias e envolvimento com atividades não obrigatórias. A Análise Fatorial Confirmatória realizada com o restante da amostra destacou a adequação à estrutura fatorial, sendo que as cargas fatoriais dos itens e os indicadores de consistência interna decada fator foram adequados. A escala contribui para ampliação do conhecimento sobre a vivência acadêmica e reafirma a diversidade de experiências presentes na formação universitária.(AU)

The academic involvement, understood as the students’ participation in the educational tasks, is indispensable in their learning, development and persistence in the educational system. This study shows the construction and validity evidence of the Academic Involvement Scale applied to 1070 university students, aged 23 on average, 50% of whom were male students from different courses and class times. The Exploratory Factor Analysis applied to half of the sample indicated a two factor structure: involvement with obligatory activities and involvement with nonobligatory activities. The Confirmatory Factor Analysis with the rest of the sample pointed out the adequacy to the factor structure, since the factor loadings of the items and the indicators of internal consistency levelof each factor were adequate. The scale contributes to increasing the knowledge about academic life and reaffirms the diversity of experiences in higher education.(AU)

El envolvimiento académico, entendido como la participación de los estudiantes en las tareas educativas, es imprescindible paraaprendizaje, desarrollo y permanencia en el sistema educacional. Este estudio presenta la construcción y evidencias de validez de la Escala de Envolvimiento Académico aplicada en 1070 universitarios, con edad media de 23 años, siendo 50% del sexo masculino y dediferentes cursos y turnos. El Análisis Factorial Exploratorio aplicado a la mitad de la muestra indicó una estructura bidimensional: envolvimiento con actividades obligatorias y envolvimiento con actividades no obligatorias. El Análisis Factorial Confirmatorio realizado con el restante de la muestra destacó la adecuación a la estructura factorial, siendo que las cargas factoriales de los ítems y losindicadores de consistencia interna de cada factor fueron adecuados. La escala contribuye para ampliación del conocimiento sobre lavivencia académica y reafirma la diversidad de experiencias presentes en la formación universitaria.(AU)