Alejandro Díaz
University of Concepción
16 Papers
48 Citations
Alejandro Díaz is an academic researcher from University of Concepción. The author has contributed to research in topics: Scale (ratio) & Confirmatory factor analysis. The author has an hindex of 5, co-authored 16 publications.
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Papers
Adaptación de la Escala de Satisfacción Académica en Estudiantes Universitarios Chilenos
TL;DR: In this paper, the authors evaluated the academic satisfaction scale (ASS), a measurement instrument based on the psychological wellbeing perspective, in the context of Chilean higher education, and concluded that the ASS has adequate psychometric properties to measure academic satisfaction in Chilean university students.
Disposición al estudio, autoeficacia y atribuciones causales en estudiantes universitarios chilenos
Fabiola M. Sáez,Claudio Bustos,María Victoria Pérez,Javier A. Mella,Karla Lobos,Alejandro Díaz +5 more
TL;DR: In this paper, the authors analyzed the relationship between self-efficacy, causal attributions (to effort, ability and external causes) and student's perception of selfefficacy about their ability to self-regulate their processes.
Motivational profiles related to the academic satisfaction of university students
TL;DR: In this paper, the authors identify the motivational profiles of university students and assess their differences according to the academic satisfaction, using the one way Anova test, considering the effect size calculation, and the post-hoc analysis of Games-Howell.
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Propiedades psicométricas escala satisfacción y frustración necesidades psicológicas (ESFNPB) en universitarios chilenos
TL;DR: In this paper, the authors analyzed the psychometric properties of the Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS) in a sample of 297 university students from different faculties and programs belonging to a Chilean university.
Impact of teacher training on academic self-concept and educational outcomes
TL;DR: This article evaluated the impact of a teacher training program based on academic self-concept stimulation strategies on students' academic selfconcept, attendance and grades of their students, and found that the impact was minimal.