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Assessing university guidance and tutoring in higher education: Validating a questionnaire on Ecuadorian students.

ABSTRACT: This study was intended to explore and confirm the factorial structure and to analyze the psychometric properties of an instrument for university guidance and tutoring, apply it, and detect differences between sociodemographic variables. A total of 1,048 students from five universities in the province of Manabi (Ecuador) participated. The study was divided into two phases with differentiated samples. An exploratory phase, made up of 200 subjects (19.1%), and another confirmatory phase, made up of 848 (80.9%), where the questionnaire was also applied. The results supported the three-factor structure of the instrument called "Questionnaire for the Assessment of Guidance and Tutoring in Higher Education" (Q-AGT), with of a total of 21 items. The indices of goodness of fit, reliability and internal consistency of the model were considered satisfactory. The application of the questionnaire did not show statistically significant differences in the assessment of university guidance and tutoring between men and women, with a high value given by both sexes to the importance of tutoring, the demands and the competences of the teaching staff in the university. The differences were mainly found between universities and branches of knowledge. Among the main conclusions, what stands out is the achievement of a valid and reliable instrument to measure the development of guidance and tutoring in Latin American universities. This contributes to the assessment of university guidance and tutoring as a strategy for the integral development of the student- personally, academically and professionally- and as a possible protective factor against academic dropout.

SUBMITTER: Amor MI

PROVIDER: S-EPMC8205179 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:BackgroundAchievement emotions have a significant impact on both the learning process and outcomes. However, there is currently no brief and effective questionnaire available to evaluate Chinese university students' achievement emotions in physical education courses. This study aimed to examine the reliability and validity of the Achievement Emotions for Physical Education Questionnaire (AEQ-PE) in a sample of Chinese university students, while also investigating its measurement invariance across gender and grade levels.MethodsA cluster randomization sampling method was used to select 694 first- and second-year university students in Shanghai, China for the survey. Descriptive statistics, item analysis, reliability testing, and measurement invariance testing were conducted on the full sample (n = 694). Subsequently, the full sample was randomly divided into two groups, with Sample 1 (n = 347) undergoing exploratory factor analysis (EFA), and Sample 2 (n = 347) undergoing confirmatory factor analysis (CFA) to test the structural validity, convergent validity, and discriminant validity of the Chinese version of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE-C). Finally, Sample 3 (n = 45), which was retested one month later, was used to evaluate test-retest reliability.ResultsThe Chinese version of the Achievement Emotions Questionnaire for Physical Education consists of 6 dimensions and 24 items, with good item discrimination. The EFA supported a 6-factor structure model, while the CFA demonstrated good model fit indices (χ2/df = 3.086, CFI = 0.928, TLI = 0.916, RMSEA = 0.078) and good convergent and discriminant validity. The questionnaire exhibits high internal consistency reliability (0.794) and excellent test-retest reliability (0.792). Furthermore, the multi-group analysis confirms that the AEQ-PE-C questionnaire has measurement invariance across gender and grade levels.ConclusionThe Chinese version of the Achievement Emotions Questionnaire for Physical Education has good reliability and validity, as well as measurement invariance across gender and grade levels, making it an effective tool for measuring achievement emotions in physical education among Chinese university students.

Project description:The COVID-19 pandemic has disrupted economies and societies throughout the world since early 2020. Education is especially affected, with schools and universities widely closed for long periods. People under 25 years have the lowest risk of severe disease but their activities can be key to persistent ongoing community transmission. A challenge arose for how to provide education, including university level, without the activities of students increasing wider community SARS-CoV-2 infections. We used a Hazard Analysis of Critical Control Points (HACCP) framework to assess the risks associated with university student activity and recommend how to mitigate these risks. This tool appealed because it relies on multiagency collaboration and interdisciplinary expertise and yet is low cost, allowing rapid generation of evidence-based recommendations. We identified key critical control points associated with university student' activities, lifestyle, and interaction patterns both on-and-off campus. Unacceptable contact thresholds and the most up-to-date guidance were used to identify levels of risk for potential SARS-CoV-2 transmission, as well as recommendations based on existing research and emerging evidence for strategies that can reduce the risks of transmission. Employing the preventative measures we suggest can reduce the risks of SARS-CoV-2 transmission among and from university students. Reduction of infectious disease transmission in this demographic will reduce overall community transmission, lower demands on health services and reduce risk of harm to clinically vulnerable individuals while allowing vital education activity to continue. HACCP assessment proved a flexible tool for risk analysis in a specific setting in response to an emerging infectious disease threat. Systematic approaches to assessing hazards and risk critical control points (#HACCP) enable robust strategies for protecting students and staff in HE settings during #COVID19 pandemic.

Project description:The current paper addresses the measurement of three dispositions toward ridicule and laughter; i.e., gelotophobia (the fear of being laughed at), gelotophilia (the joy of being laughed at), and katagelasticism (the joy of laughing at others). These traits explain inter-individual differences in responses to humor, laughter, and social situations related to humorous encounters. First, an ultra-short form of the PhoPhiKat-45 (Ruch and Proyer, 2009) was adapted in two independent samples (Construction Sample N = 157; Replication Sample N = 1,774). Second, we tested the validity of the PhoPhiKat-9 in two further independent samples. Results showed that the psychometric properties of the ultra-short form were acceptable and the proposed factor structure could be replicated. In Validation Sample 1 (N = 246), we investigated the relation of the three traits to responses in a ridicule and teasing scenario questionnaire. The results replicated findings from earlier studies by showing that gelotophobes assigned the same emotions to friendly teasing and malicious ridicule (predominantly low joy, high fear, and shame). Gelotophilia was mainly predicted by relating joy to both, teasing and ridicule scenarios, while katagelasticism was predicted by assigning joy and contempt to ridicule scenarios. In Validation Sample 2 (N = 1,248), we investigated whether the fear of being laughed at is a vulnerability at the workplace: If friendly teasing and laughter of co-workers, superiors, or customers are misperceived as being malicious, individuals may feel less satisfied and more stressed. The results from a representative sample of Swiss employees showed that individuals with a fear of being laughed at are generally less satisfied with life and work and experience more work stress. Moreover, gelotophilia went along with positive evaluations of one's life and work, while katagelasticism was negatively related to work satisfaction and positively related to work stress. In order to establish good work practices and build procedures against workplace bullying, one needs to consider that individual differences impact on a person's perception of being bullied and assessing the three dispositions may give important insights into team processes.

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Assessing university guidance and tutoring in higher education: Validating a questionnaire on Ecuadorian students.

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