Attitudes of secondary level students: a measurement proposal
DOI:
https://doi.org/10.55560/arete.2026.23.12.8Keywords:
Teamwork, autonomy, critical thinkingAbstract
The objective of the study was to design and validate an instrument to measure the attitudes of high school students, which was called "Questionnaire to measure the attitudes of high school students in a public institution in Zaña." This instrument was built based on three dimensions: autonomy in learning, teamwork and critical thinking. To achieve the objective, the structure was followed: literature review, instrument design, expert judgment validation, pilot test application, Cronbach's alpha, exploratory factor analysis. Content validity was confirmed through expert judgment validation; Likewise, the internal consistency of the instrument was validated (∝ = 0.908). Exploratory factor analysis was carried out (KMO = 0.757), with an adequate correlation between the items. The results that can be obtained after the application of the instrument could serve as a diagnosis to implement strategies that help improve the attitudes and/or behaviors of secondary level students.
Downloads
References
Aldridge, J. M., & Blackstock, M. J. (2024). Assessing students’ perceptions of school climate in primary schools. Learning Environments Research, 27(3), 579-602. https://doi.org/10.1007/s10984-024-09492-2
Bandura, A. (1977). Social learning theory. Prentice-Hall.
Damopolii, I., Nunaki, J. H., Jeni, J., Rampheri, M. B., & Ambusaidi, A. K. (2024). An Integration of local wisdom into a problem-based student book to Empower Students’ Conservation Attitudes. Participatory Educational Research, 11(1), 158-177. https://doi.org/10.17275/per.24.10.11.1
Dapari, R., Muniandy, K., Hwa, L. C., Bakar, S. A., Desa, M. N. M., Sandhu, S. S., Mustapha, N. F., Zamzuri, M. ‘. I. A., Hassan, M. R., Dom, N. C., & Rahim, S. S. S. A. (2024). Developing and validating a knowledge, attitude, and practice questionnaire regarding dengue among secondary schoolchildren in Malaysia. Discover Social Science and Health, 4(1). https://doi.org/10.1007/s44155-024-00130-z
Fernández Amat, C., Zarza-Alzugaray, F. J., & del Barrio Aranda, L. (2024). Design and validation of a scale for the assessment of educational competencies in traditional musical games. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-03340-7
Fernández-de-Castro, J., Martínez-Bautista, H., Rojas-Muñoz, L. M., & Galindo-Muñoz, R. (2024). Learning Self-Regulation Scale: Validation of an instrument for secondary and upper secondary education. Revista Complutense de Educación, 35(1), 33-43. https://doi.org/10.5209/rced.82444
Foushee, J. A., Everhart, K. M., Stoner, A. M., Tjiattas-Saleski, L., & Redden, D. (2025). Student correlates with interprofessional attitudes within undergraduate medical education. BMC Medical Education, 25(1). https://doi.org/10.1186/s12909-024-06480-1
Keshmiri, F. (2025). The experiences of unprofessionalism among students in dental education: A qualitative study. BMC Medical Education, 25(1). https://doi.org/10.1186/s12909-024-06558-w
Legrain, C., Brasselet, C., Khamzina, K., Jury, M., & Desombre, C. (2024). Construction and validation of the cognitive attitudes toward inclusive education scale among teachers and paraprofessionals in the French context. Journal of Research in Special Educational Needs. https://doi.org/10.1111/1471-3802.12735
Losada-Puente, L., Mendiri, P., Rebollo-Quintela, N., & Fraguela-Vale, R. (2024). Design and validation of a school well-being questionnaire in Primary Education. Res Mobilis, 53(3), 267-276. https://doi.org/10.17811/rifie.20660
Luo, S., & Zou, D. (2025). University Learners’ Readiness for ChatGPT-Assisted English Learning: Scale Development and Validation. European Journal of Education, 60(1). https://doi.org/10.1111/ejed.12886
Mella, J. P., & Del Moral Barrigüete, C. (2024). Didactic strategies for communicative participation in the compulsory secondary school in Chile. Porta Linguarum, 2024-June(42), 215-230. https://doi.org/10.30827/portalin.vi42.29714
Mirete, A. B., Belmonte, M. L., & Maquilón, J. J. (2020). Diseño, aplicación y validación de un instrumento para Valorar las Actitudes hacia la Diversidad del Alumnado (VADA). Revista Electrónica Interuniversitaria de Formación del Profesorado, 23(2), Article 2. https://doi.org/10.6018/reifop.413851
Monteagudo, D. G. (2024). Perception of students of Service-Learning in Valencian rural schools: Validation of an instrument. Revista Complutense de Educacion, 35(3), 587-596. https://doi.org/10.5209/rced.86022
Mora-Romo, J. F., & Martell-Muñoz, J. (2022). Diseño y validación de instrumento para medir el compromiso académico en estudiantes universitarios mexicanos. Psicogente, 25(48), 1-23. https://www.redalyc.org/journal/4975/497576585001/html/
Niemann, J., Schmitt, M., & Kuhl, J. (2022). The role of basic psychological needs in students’ attitudes towards school: A longitudinal study. Educational Psychology, 42(1), 1-15.
Rettinger, D. A., Tatum, H., Perry, A. H., Cullen, C., Stephens, J. M., Bertram Gallant, T., McNally, D., McTernan, M. L., & Anderman, E. M. (2024). MIAMI: Development and validation of a revised measure of academic misconduct. International Journal for Educational Integrity, 20(1). https://doi.org/10.1007/s40979-024-00167-2
Salahange, L., Sánchez-Martín, J., Dávila-Acedo, M. A., & Cañada-Cañada, F. (2024). A new validated instrument to assess sustainability perception among university students. Discover Sustainability, 5(1). https://doi.org/10.1007/s43621-024-00623-6
Sánchez-Prieto, J. C., Izquierdo-álvarez, V., Del Moral-Marcos, M. T., & Martínez-Abad, F. (2025). Generative artificial intelligence for self-learning in higher education: Design and validation of an example machine. RIED-Revista Iberoamericana de Educacion a Distancia, 28(1), 59-81. https://doi.org/10.5944/RIED.28.1.41548
Schlesier, J., Raufelder, D., & Moschner, B. (2024). Construction and Initial Validation of the DECCS Questionnaire to Assess How Students Deal with Emotionally Challenging Classroom Situations (Grades 4–7). Journal of Early Adolescence, 44(2), 141-170. https://doi.org/10.1177/02724316231162307
Sriwiyanti, S., Saefudin, W., & Yusoff, S. (2021). Self-efficacy and student engagement in online learning during pandemic. Global Journal of Educational Research & Management, 1(4), 232-244.
Stelzer, F., Vernucci, S., Aydmune, Y. S., Valle, M. V., & Andrés, M. L. (2020). Diseño y validación de una escala de actitudes hacia las matemáticas. Revista Evaluar, 20(2), Article 2. https://doi.org/10.35670/1667-4545.v20.n2.30109
Tufiño, M. M., & Cayambe, J. K. (2023). Desarrollo de habilidades sociales para mejorar el rendimiento académico en los estudiantes de la unidad educativa 30 de abril. Ciencia Latina Revista Científica Multidisciplinar, 7(3). https://doi.org/10.37811/cl_rcm.v7i3.6310
Zhu, M., & Xu, X. (2024). Evaluation of determinant factors in the academic performance of Chinese students in Catalonia: Creation and validation of a questionnaire. European Public and Social Innovation Review, 9. https://doi.org/10.31637/epsir-2024-1223
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Lucy Vidarte de Acuña
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This journal provides free, immediate access to its content under the principle of making research freely available to the public, which fosters a greater exchange of global knowledge.
Authors who publish in Areté, Revista Digital del Doctorado en Educación, agree to the following terms:
- Authors retain copyright and grant the journal the right to be the first publication of the work, as well as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of authorship of the work and initial publication in this journal.
- Authors may separately establish additional agreements for the non-exclusive distribution of the version of the work published in the journal (for example, placing it in an institutional repository or publishing it in a book), with an acknowledgement of its initial publication in this journal and not to be used for commercial purposes.
- The contents and images included in the articles are the responsibility of the author(s). Areté, Revista Digital del Doctorado en Educación, is not responsible for the information included in them.
- Authors agree with the license of use used by the journal, with the self-archiving conditions and with the open access policy.
- Authors are allowed to disseminate electronically (e.g., in institutional repositories or on their own website) the published version of their work, as it favors its earlier circulation and dissemination and thus a possible increase in its citation and reach among the academic community.
- In case of reuse of published works, the existence and specifications of the license of use must be mentioned, as well as the authorship and original source of publication.
