Validazione italiana della scala di Autoefficacia dell’insegnante per l’implementazione dell’Apprendimento Autoregolato (AI-AA)
DOI:
https://doi.org/10.7346/sird-012024-p32Parole chiave:
autoefficacia degli insegnanti, apprendimento autoregolato, strategie didattiche, validazione, CFAAbstract
La capacità di autoregolare il proprio apprendimento rappresenta una competenza fondamentale nel successo scolastico e nell’apprendimento permanente. I docenti svolgono un ruolo cruciale sia nell’insegnamento diretto di strategie di apprendimento autoregolato sia nel predisporre un contesto di apprendimento stimolante e in grado di porre le condizioni adeguate allo sviluppo di capacità di autoregolazione. In questo quadro, disporre di uno strumento specifico per valutare il senso di autoefficacia dei docenti nel campo dell’apprendimento autoregolato può aiutare a raggiungere una migliore comprensione di tali pratiche e degli ostacoli alla loro diffusione. Lo studio presenta la validazione nel contesto italiano di una scala progettata per valutare il senso di autoefficacia degli insegnanti nell’implementazione di strategie di apprendimento autoregolato in classe. Lo strumento è stato somministrato a un campione di 1000 docenti in servizio di scuola primaria e secondaria del territorio nazionale. La versione italiana presenta 17 item suddivisi in quattro dimensioni attinenti a strategie dirette e indirette per promuovere l’autoregolazione. L’analisi fattoriale confermativa e le analisi di affidabilità attestano le buone caratteristiche psicometriche della scala e ne suggeriscono l’applicabilità nel contesto italiano.
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