Titulo:
Propiedades psicométricas e invarianza del Cuestionario Habilidades Comunicativas (HABICOM) en universitarios peruanos
.
Sumario:
The aim of the present study was to evaluate the psychometric properties and gender invariance of the Communication Skills Questionnaire (HABICOM). The sample consisted of 774 students from a state university in Arequipa. The factors were analyzed and confirmed as in the original study, obtaining satisfactory fit indices in its two subscales Personal Self-perception (c2 = 1977.683, gl = 499, p < .001; CFI = .945; TLI: .939; RMSEA = .061; SRMR = .042) and Professional Importance (c2 = 2534. 513, gl = 517, p < .001; CFI = .926; TLI = .919; RMSEA = .070; SRMR = .049) with adequate reliability indices on both subscales, for Personal Self-Perception (α = .63 and α = .85) and Professional Importance (α = .91 and α = .77) res... Ver más
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OSCAR CARLOS PUMA MAQUE - 2023
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metarevistapublica_usil_propositosyrepresentaciones_48_article_1773 |
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Propiedades psicométricas e invarianza del Cuestionario Habilidades Comunicativas (HABICOM) en universitarios peruanos Psychometric Properties and Invariance of the Communication Skills Questionnaire (HABICOM) in Peruvian University Students The aim of the present study was to evaluate the psychometric properties and gender invariance of the Communication Skills Questionnaire (HABICOM). The sample consisted of 774 students from a state university in Arequipa. The factors were analyzed and confirmed as in the original study, obtaining satisfactory fit indices in its two subscales Personal Self-perception (c2 = 1977.683, gl = 499, p < .001; CFI = .945; TLI: .939; RMSEA = .061; SRMR = .042) and Professional Importance (c2 = 2534. 513, gl = 517, p < .001; CFI = .926; TLI = .919; RMSEA = .070; SRMR = .049) with adequate reliability indices on both subscales, for Personal Self-Perception (α = .63 and α = .85) and Professional Importance (α = .91 and α = .77) respectively. Gender invariance was adequate for the Personal Self-perception subscale; however, this did not occur for the Professional Importance subscale. The HABICOM questionnaire in general is adequate to measure communication skills in Peruvian university students. The aim of the present study was to evaluate the psychometric properties and gender invariance of the Communication Skills Questionnaire (HABICOM). The sample consisted of 774 students from a state university in Arequipa. The factors were analyzed and confirmed as in the original study, obtaining satisfactory fit indices in its two subscales Personal Self-perception (c2 = 1977.683, gl = 499, p < .001; CFI = .945; TLI: .939; RMSEA = .061; SRMR = .042) and Professional Importance (c2 = 2534. 513, gl = 517, p < .001; CFI = .926; TLI = .919; RMSEA = .070; SRMR = .049) with adequate reliability indices on both subscales, for Personal Self-Perception (α = .63 and α = .85) and Professional Importance (α = .91 and α = .77) respectively. Gender invariance was adequate for the Personal Self-perception subscale; however, this did not occur for the Professional Importance subscale. The HABICOM questionnaire in general is adequate to measure communication skills in Peruvian university students. El objetivo del presente estudio fue el evaluar las propiedades psicométricas e invarianza de género del cuestionario de Habilidades Comunicativas (HABICOM). La muestra estuvo conformada por 774 estudiantes de una universidad estatal de Arequipa. Se analizó y confirmó los factores al igual que el estudio original, obteniendo unos índices de ajuste satisfactorios en sus dos subescalas Autopercepción Personal (c2 = 1977.683, gl = 499, p < .001; CFI = .945; TLI: .939; RMSEA = .061; SRMR = .042) e Importancia Profesional (c2 = 2534.513, gl = 517, p < .001; CFI = .926; TLI = .919; RMSEA = .070; SRMR = .049) con adecuados índices de confiabilidad en ambas subescalas, para la Autopercepción Personal (α = .63 y α = .85) e Importancia Profesional (α = .91 y α = .77) respectivamente. La invarianza de género fue adecuada para la subescala Autopercepción Personal, sin embargo, esto no ocurrió para la subescala Importancia Profesional. El cuestionario HABICOM en general es adecuado para medir las habilidades comunicativas en estudiantes universitarios peruanos. Puma-Maque, Oscar C. Asillo, Yenny Y. Mendoza, Amparo P. Adriazola, Sulema J. Communicative skills Confirmatory factor analysis Peruvian university students Measurement invariance Reliability Habilidades comunicativas Análisis factorial confirmatorio Universitarios peruanos Invarianza de la medición Confiabilidad 11 1 Núm. 1 , Año 2023 : Enero - Abril Artículo de revista Journal article 2023-04-30T00:00:00Z 2023-04-30T00:00:00Z 2023-04-30 application/pdf application/pdf text/xml text/xml Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. Propósitos y Representaciones 2307-7999 2310-4635 https://revistas.usil.edu.pe/index.php/pyr/article/view/1773 10.20511/pyr2023.v11n1.1773 https://doi.org/10.20511/pyr2023.v11n1.1773 spa https://creativecommons.org/licenses/by-nc-nd/4.0 OSCAR CARLOS PUMA MAQUE - 2023 Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0. e1773 e1773 Ato, M., López-García, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología / Annals of Psychology, 29(3), 1038–1059. https://doi.org/10.6018/analesps.29.3.178511 Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464-504. https://doi.org/10.1080/10705510701301834 Epskamp, S., Stuber, S., Nak, J., Veenman, M., & Jorgensen, T. D. (2019). semPlot: Path Diagrams and Visual Analysis of Various SEM Packages’ Output (1.1.2) [Computer software]. https://CRAN.R-project.org/package=semPlot Hernández-Jorge, C., & De la Rosa, C. M. (2018). Habilidades comunicativas en estudiantes de carreras de apoyo frente a estudiantes de otras carreras. Apuntes De Psicología, 35(2), 93–104. Recuperado a partir de https://www.apuntesdepsicologia.es/index.php/revista/article/view/663 Keith, T. Z. (2015). Multiple Regression and Beyond: An Introduction to Multiple Regression and Structural Equation Modeling (2da ed.). Routledge/Taylor & Francis Group. https://www.routledge.com/Multiple-Regression-and-Beyond-An-Introduction-to-Multiple-Regression-and/Keith/p/book/9781138061446 O´Connor, J. (1999). PNL para Formadores. Ediciones Urano. R Core Team. (2020). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. https://www.r-project.org/ Rosseel, Y. (2012). Lavaan: An R Package for Structural Equation Modeling. Journal of Statistical Software, 48(1), 1-36. https://doi.org/10.18637/jss.v048.i02 RStudio Team. (2020). RStudio: Integrated Development Environment for R. RStudio, PBC, Boston, MA. https://rstudio.com/ Svetina, D., Rutkowski, L., & Rutkowski, D. (2019). Multiple-Group Invariance with Categorical Outcomes Using Updated Guidelines: An Illustration Using M plus and the lavaan/semTools Packages. Structural Equation Modeling: A Multidisciplinary Journal, 27(1), 111-130. https://doi.org/10.1080/10705511.2019.1602776 Tejera, J. F., & Cardoso, M. A. (2015). Tratamiento de las habilidades comunicativas en el contexto universitario. Revista Universidad y Sociedad, 7(2), 168- 172. https://bit.ly/2EAr9YO Valencia-Naranjo, N., & Robles-Bello, M. A. (2022). Habilidades comunicativas y de relación en la educación superior de disciplinas dirigidas al asesoramiento. RIED-Revista Iberoamericana De Educación a Distancia, 25(1), 323–341. https://doi.org/10.5944/ried.25.1.31327 Viktorovna, N., Aleksandrovna, E., Viktorovich, A., & Alexandrovna, N. (2021). Social Partnership: The Development of Soft Skills In Young People In Regions. Propósitos Y Representaciones, 9(SPE3), e1274. https://doi.org/10.20511/pyr2021.v9nSPE3.1274 https://revistas.usil.edu.pe/index.php/pyr/article/download/1773/1788 https://revistas.usil.edu.pe/index.php/pyr/article/download/1773/1798 https://revistas.usil.edu.pe/index.php/pyr/article/download/1773/1792 https://revistas.usil.edu.pe/index.php/pyr/article/download/1773/1806 info:eu-repo/semantics/article http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_2df8fbb1 http://purl.org/redcol/resource_type/ART info:eu-repo/semantics/publishedVersion http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Text Publication |
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UNIVERSIDAD SAN IGNACIO DE LOYOLA |
| thumbnail |
https://nuevo.metarevistas.org/USIL/logo.png |
| country_str |
Perú |
| collection |
Propósitos y Representaciones |
| title |
Propiedades psicométricas e invarianza del Cuestionario Habilidades Comunicativas (HABICOM) en universitarios peruanos |
| spellingShingle |
Propiedades psicométricas e invarianza del Cuestionario Habilidades Comunicativas (HABICOM) en universitarios peruanos Puma-Maque, Oscar C. Asillo, Yenny Y. Mendoza, Amparo P. Adriazola, Sulema J. Communicative skills Confirmatory factor analysis Peruvian university students Measurement invariance Reliability Habilidades comunicativas Análisis factorial confirmatorio Universitarios peruanos Invarianza de la medición Confiabilidad |
| title_short |
Propiedades psicométricas e invarianza del Cuestionario Habilidades Comunicativas (HABICOM) en universitarios peruanos |
| title_full |
Propiedades psicométricas e invarianza del Cuestionario Habilidades Comunicativas (HABICOM) en universitarios peruanos |
| title_fullStr |
Propiedades psicométricas e invarianza del Cuestionario Habilidades Comunicativas (HABICOM) en universitarios peruanos |
| title_full_unstemmed |
Propiedades psicométricas e invarianza del Cuestionario Habilidades Comunicativas (HABICOM) en universitarios peruanos |
| title_sort |
propiedades psicométricas e invarianza del cuestionario habilidades comunicativas (habicom) en universitarios peruanos |
| title_eng |
Psychometric Properties and Invariance of the Communication Skills Questionnaire (HABICOM) in Peruvian University Students |
| description |
The aim of the present study was to evaluate the psychometric properties and gender invariance of the Communication Skills Questionnaire (HABICOM). The sample consisted of 774 students from a state university in Arequipa. The factors were analyzed and confirmed as in the original study, obtaining satisfactory fit indices in its two subscales Personal Self-perception (c2 = 1977.683, gl = 499, p < .001; CFI = .945; TLI: .939; RMSEA = .061; SRMR = .042) and Professional Importance (c2 = 2534. 513, gl = 517, p < .001; CFI = .926; TLI = .919; RMSEA = .070; SRMR = .049) with adequate reliability indices on both subscales, for Personal Self-Perception (α = .63 and α = .85) and Professional Importance (α = .91 and α = .77) respectively. Gender invariance was adequate for the Personal Self-perception subscale; however, this did not occur for the Professional Importance subscale. The HABICOM questionnaire in general is adequate to measure communication skills in Peruvian university students.
The aim of the present study was to evaluate the psychometric properties and gender invariance of the Communication Skills Questionnaire (HABICOM). The sample consisted of 774 students from a state university in Arequipa. The factors were analyzed and confirmed as in the original study, obtaining satisfactory fit indices in its two subscales Personal Self-perception (c2 = 1977.683, gl = 499, p < .001; CFI = .945; TLI: .939; RMSEA = .061; SRMR = .042) and Professional Importance (c2 = 2534. 513, gl = 517, p < .001; CFI = .926; TLI = .919; RMSEA = .070; SRMR = .049) with adequate reliability indices on both subscales, for Personal Self-Perception (α = .63 and α = .85) and Professional Importance (α = .91 and α = .77) respectively. Gender invariance was adequate for the Personal Self-perception subscale; however, this did not occur for the Professional Importance subscale. The HABICOM questionnaire in general is adequate to measure communication skills in Peruvian university students.
|
| description_eng |
El objetivo del presente estudio fue el evaluar las propiedades psicométricas e invarianza de género del cuestionario de Habilidades Comunicativas (HABICOM). La muestra estuvo conformada por 774 estudiantes de una universidad estatal de Arequipa. Se analizó y confirmó los factores al igual que el estudio original, obteniendo unos índices de ajuste satisfactorios en sus dos subescalas Autopercepción Personal (c2 = 1977.683, gl = 499, p < .001; CFI = .945; TLI: .939; RMSEA = .061; SRMR = .042) e Importancia Profesional (c2 = 2534.513, gl = 517, p < .001; CFI = .926; TLI = .919; RMSEA = .070; SRMR = .049) con adecuados índices de confiabilidad en ambas subescalas, para la Autopercepción Personal (α = .63 y α = .85) e Importancia Profesional (α = .91 y α = .77) respectivamente. La invarianza de género fue adecuada para la subescala Autopercepción Personal, sin embargo, esto no ocurrió para la subescala Importancia Profesional. El cuestionario HABICOM en general es adecuado para medir las habilidades comunicativas en estudiantes universitarios peruanos.
|
| author |
Puma-Maque, Oscar C. Asillo, Yenny Y. Mendoza, Amparo P. Adriazola, Sulema J. |
| author_facet |
Puma-Maque, Oscar C. Asillo, Yenny Y. Mendoza, Amparo P. Adriazola, Sulema J. |
| topic |
Communicative skills Confirmatory factor analysis Peruvian university students Measurement invariance Reliability Habilidades comunicativas Análisis factorial confirmatorio Universitarios peruanos Invarianza de la medición Confiabilidad |
| topic_facet |
Communicative skills Confirmatory factor analysis Peruvian university students Measurement invariance Reliability Habilidades comunicativas Análisis factorial confirmatorio Universitarios peruanos Invarianza de la medición Confiabilidad |
| topicspa_str_mv |
Habilidades comunicativas Análisis factorial confirmatorio Universitarios peruanos Invarianza de la medición Confiabilidad |
| citationvolume |
11 |
| citationissue |
1 |
| citationedition |
Núm. 1 , Año 2023 : Enero - Abril |
| publisher |
Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. |
| ispartofjournal |
Propósitos y Representaciones |
| source |
https://revistas.usil.edu.pe/index.php/pyr/article/view/1773 |
| language |
spa |
| format |
Article |
| rights |
https://creativecommons.org/licenses/by-nc-nd/4.0 OSCAR CARLOS PUMA MAQUE - 2023 Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0. info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 |
| references |
Ato, M., López-García, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología / Annals of Psychology, 29(3), 1038–1059. https://doi.org/10.6018/analesps.29.3.178511 Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464-504. https://doi.org/10.1080/10705510701301834 Epskamp, S., Stuber, S., Nak, J., Veenman, M., & Jorgensen, T. D. (2019). semPlot: Path Diagrams and Visual Analysis of Various SEM Packages’ Output (1.1.2) [Computer software]. https://CRAN.R-project.org/package=semPlot Hernández-Jorge, C., & De la Rosa, C. M. (2018). Habilidades comunicativas en estudiantes de carreras de apoyo frente a estudiantes de otras carreras. Apuntes De Psicología, 35(2), 93–104. Recuperado a partir de https://www.apuntesdepsicologia.es/index.php/revista/article/view/663 Keith, T. Z. (2015). Multiple Regression and Beyond: An Introduction to Multiple Regression and Structural Equation Modeling (2da ed.). Routledge/Taylor & Francis Group. https://www.routledge.com/Multiple-Regression-and-Beyond-An-Introduction-to-Multiple-Regression-and/Keith/p/book/9781138061446 O´Connor, J. (1999). PNL para Formadores. Ediciones Urano. R Core Team. (2020). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. https://www.r-project.org/ Rosseel, Y. (2012). Lavaan: An R Package for Structural Equation Modeling. Journal of Statistical Software, 48(1), 1-36. https://doi.org/10.18637/jss.v048.i02 RStudio Team. (2020). RStudio: Integrated Development Environment for R. RStudio, PBC, Boston, MA. https://rstudio.com/ Svetina, D., Rutkowski, L., & Rutkowski, D. (2019). Multiple-Group Invariance with Categorical Outcomes Using Updated Guidelines: An Illustration Using M plus and the lavaan/semTools Packages. Structural Equation Modeling: A Multidisciplinary Journal, 27(1), 111-130. https://doi.org/10.1080/10705511.2019.1602776 Tejera, J. F., & Cardoso, M. A. (2015). Tratamiento de las habilidades comunicativas en el contexto universitario. Revista Universidad y Sociedad, 7(2), 168- 172. https://bit.ly/2EAr9YO Valencia-Naranjo, N., & Robles-Bello, M. A. (2022). Habilidades comunicativas y de relación en la educación superior de disciplinas dirigidas al asesoramiento. RIED-Revista Iberoamericana De Educación a Distancia, 25(1), 323–341. https://doi.org/10.5944/ried.25.1.31327 Viktorovna, N., Aleksandrovna, E., Viktorovich, A., & Alexandrovna, N. (2021). Social Partnership: The Development of Soft Skills In Young People In Regions. Propósitos Y Representaciones, 9(SPE3), e1274. https://doi.org/10.20511/pyr2021.v9nSPE3.1274 |
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