Comparación de los modelos formativo, reflexivo y de antecedentes de evaluación estudiantil del servicio de docencia || Comparison of Formative, Reflective, and Antecedents Models of Students Evaluation of Teaching Service

Carlos Eduardo Valdivieso Taborga ()
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Carlos Eduardo Valdivieso Taborga: Departamento de Ciencias Exactas. Universidad Privada Boliviana, UPB (Bolivia)

Revista de Métodos Cuantitativos para la Economía y la Empresa = Journal of Quantitative Methods for Economics and Business Administration, 2013, vol. 16, issue 1, 95-120

Abstract: Se ha llevado a cabo un análisis comparativo entre un modelo con enfoque de medición formativo, otro reflexivo y un tercero de antecedentes, de las dimensiones de la calidad de servicio de docencia. Previamente se diseñaron instrumentos válidos y fiables para la medición de la calidad de servicio y sus constructos relacionados, a través de un estudio exploratorio para obtener validez de contenido. Además, se llevaron a cabo un análisis factorial exploratorio (AFE) y otro confirmatorio (AFC), para obtener la estructura dimensional adecuada e ítems relevantes. Usando modelos de estructuras de covarianza (MEC) se comprobó que el modelo de antecedentes, aunque presenta igual poder predictivo, tiene mejores índices de ajuste que los modelos reflexivo y formativo. || A comparative analysis between three measurement models (with formative, reflective, and antecedents approach) has been conducted to measure the dimensions of the teaching service quality. Previously valid and reliable instruments have been designed to measure the service quality and related constructs. An exploratory study has been performed to obtain content validity. Additionally, both exploratory and confirmatory factor analysis (EFA and CFA, respectively) have been conducted to obtain the appropriate dimensional structure and relevant items. Using structural equations modeling (MEC) has been found that the antecedent model, although it has the same predictive power, has better fit indices than reflective and formative models.

Keywords: calidad de servicio de docencia; valor percibido; satisfacción estudiantil; intenciones de comportamiento; modelos estructurales; enfoque formativo y reflexivo; teaching service quality; perceived value; student satisfaction; behavioral intentions; structural models; formative and reflective approach (search for similar items in EconPapers)
JEL-codes: I23 M39 (search for similar items in EconPapers)
Date: 2013
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