Resumen

CASTRO SAUCEDO, Laura Karina et al. Validity of the Confidence Scale in Affective Tutoring and the usefulness of Academic Tutoring. Diálogos sobre educ. Temas actuales en investig. educ. [online]. 2022, vol.13, n.24, 00019.  Epub 27-Ene-2023. ISSN 2007-2171.  https://doi.org/10.32870/dse.v0i24.1080.

The objective of this research was to validate a tutoring scale by identifying two factors: 1. confidence in affective tutoring and 2. usefulness of academic tutoring. The study followed a quantitative methodology with the design of a validated Likert-type instrument and a sample of 343 university students in the states of Coahuila and Aguascalientes, Mexico. The limitations of the study were linked to its representativeness, limited to the participating population. Its originality lies in its methodological contribution and the proposal of a validated measurement instrument to determine the implications of university tutoring. Our results show adequate validity and reliability in each of its dimensions: Confidence in Affective Tutoring (explained variance = 44.67%; Cronbach's Alpha = .88), Usefulness in Academic Tutoring (explained variance = 59.14%; Cronbach's Alpha = .85), yielding a model with adequate indices (CFI = .932; TLI = .906; IFI =.933, RMSEA =.08).

Palabras llave : tutoring; affectivity; academic; confidence; utility.

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