Contribución al conocimiento en Investigación Educativa a partir de estudios de validación de escalasuna reflexión crítica sobre el trabajo de M. Tourón et al. (2023) y el análisis metodológico de Martínez-García (2024)

  1. Fernando Martínez Abad 1
  2. José Carlos Sánchez Prieto 1
  1. 1 Universidad de Salamanca
    info
    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

    Geographic location of the organization Universidad de Salamanca
Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2024

Issue: 406

Pages: 65-84

Type: Article

DOI: 10.4438/1988-592X-RE-2024-406-637 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de educación

Sustainable development goals

Abstract

In the scientific literature, there is a considerable volume of research proposing the design and validation of measurement scales in the field of educational sciences. This work presents, from the perspective of applied educational research, a critical analysis of the validation of the detection scale for high-ability students (GRS 2) for parents published by M. Tourón et al. (2023) in Revista de Educación, taking into account the methodological critique made by Martínez- García (2024) of said validation. The present proposal aims to contribute to this dialogue by analyzing both publications and formulating improvement issues, focusing especially on the theoretical foundation of the models, the formulation of reflective and formative compounds, and the adequacy of using alternative goodness-of-fit indicators to Chi Square in the confirmatory factor analysis model. Certain procedures deeply established in psychometric validation studies within educational research are observed, which, besides not promoting the understanding of the theoretical foundations underlying the scale, hinder its subsequent appropriate use by applied researchers in diagnostic or experimental studies. Thus, the analyzed arguments highlight the need to reconsider, in our view, some of the common practices in this type of studies that diminish their relevance and the implications of the results obtained for the development of educational theory and practice.

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Data source: Dialnet