The Measurement of the Diversity in Learning to Enhance Educational Inclusion and Achievement. Validation of a Scale in Higher Education
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| Format: | Artículo científico |
| Langue: | en |
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Colegio Oficial de Psicólogos de Madrid
2025
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| _version_ | 1876444669375676416 |
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| author | Miguel A. Gandarillas |
| author_facet | Miguel A. Gandarillas |
| contents | The Measurement of the Diversity in Learning to Enhance Educational Inclusion and Achievement. Validation of a Scale in Higher Education Miguel A. Gandarillas María N. Elvira-Zorzo Iria Osa-Subtil Montserrat Rodríguez-Vera Fernando Chacón-Fuertes Psicología being Higher education Inclusive education Diversity in learning Collaborative learning There is an increasing focus among researchers and educators on diversity in learning patterns (DinL) in the classroom. However, there is a lack of comprehensive frameworks, considering psychosocial factors crucial for inclusion and equality. This study aims to develop and validate an integrative construct of DinL to address this gap. A scale was built measuring the five dimensions of the construct: Coping with Difficulties, Effort, Autonomy, Understanding/Career Interest, and Social/Physical Context. To validate the scale, a study was carried out with a sample of 1,644 students from Complutense University of Madrid, analysing the DinL factorial structure, internal consistency, and validity. Results showed robust internal and external validity, with good values for configural, metric, invariance, and scalar variance. Significant relationships were found between DinL factors, academic performance, and sex. In conclusion, this study offers an optimal scale to assess DinL in the classroom for personalized education, psychosocial inclusion, and equality. 2025 artículo científico 1135-755X https://www.redalyc.org/articulo.oa?id=613782657005 https://www.redalyc.org/journal/6137/613782657005/ https://www.redalyc.org/journal/6137/613782657005/html/ https://www.redalyc.org/journal/6137/613782657005/613782657005.epub https://www.redalyc.org/journal/6137/613782657005/movil 10.5093/psed2025a14 en http://www.redalyc.org/revista.oa?id=6137 Psicología Educativa. Revista de los Psicólogos de la Educación application/pdf Colegio Oficial de Psicólogos de Madrid Psicología Educativa. Revista de los Psicólogos de la Educación (España) Num.2 Vol.31 |
| format | Artículo científico |
| id | redalyc_613782657005 |
| institution | Redalyc |
| language | en |
| publishDate | 2025 |
| publisher | Colegio Oficial de Psicólogos de Madrid |
| spellingShingle | The Measurement of the Diversity in Learning to Enhance Educational Inclusion and Achievement. Validation of a Scale in Higher Education Miguel A. Gandarillas Psicología being Higher education Inclusive education Diversity in learning Collaborative learning The Measurement of the Diversity in Learning to Enhance Educational Inclusion and Achievement. Validation of a Scale in Higher Education Miguel A. Gandarillas María N. Elvira-Zorzo Iria Osa-Subtil Montserrat Rodríguez-Vera Fernando Chacón-Fuertes Psicología being Higher education Inclusive education Diversity in learning Collaborative learning There is an increasing focus among researchers and educators on diversity in learning patterns (DinL) in the classroom. However, there is a lack of comprehensive frameworks, considering psychosocial factors crucial for inclusion and equality. This study aims to develop and validate an integrative construct of DinL to address this gap. A scale was built measuring the five dimensions of the construct: Coping with Difficulties, Effort, Autonomy, Understanding/Career Interest, and Social/Physical Context. To validate the scale, a study was carried out with a sample of 1,644 students from Complutense University of Madrid, analysing the DinL factorial structure, internal consistency, and validity. Results showed robust internal and external validity, with good values for configural, metric, invariance, and scalar variance. Significant relationships were found between DinL factors, academic performance, and sex. In conclusion, this study offers an optimal scale to assess DinL in the classroom for personalized education, psychosocial inclusion, and equality. 2025 artículo científico 1135-755X https://www.redalyc.org/articulo.oa?id=613782657005 https://www.redalyc.org/journal/6137/613782657005/ https://www.redalyc.org/journal/6137/613782657005/html/ https://www.redalyc.org/journal/6137/613782657005/613782657005.epub https://www.redalyc.org/journal/6137/613782657005/movil 10.5093/psed2025a14 en http://www.redalyc.org/revista.oa?id=6137 Psicología Educativa. Revista de los Psicólogos de la Educación application/pdf Colegio Oficial de Psicólogos de Madrid Psicología Educativa. Revista de los Psicólogos de la Educación (España) Num.2 Vol.31 |
| title | The Measurement of the Diversity in Learning to Enhance Educational Inclusion and Achievement. Validation of a Scale in Higher Education |
| topic | Psicología being Higher education Inclusive education Diversity in learning Collaborative learning |
| url | https://www.redalyc.org/articulo.oa?id=613782657005 https://www.redalyc.org/journal/6137/613782657005/ https://www.redalyc.org/journal/6137/613782657005/html/ https://www.redalyc.org/journal/6137/613782657005/613782657005.epub https://www.redalyc.org/journal/6137/613782657005/movil |