Evaluación de la orientación emprendedora y su relación con el género y el rendimiento académico

Arantxa Gorostiaga; Jone Aliri; Nekane Balluerka; Joanes Lameirinhas

doi:10.5944/educxx1.32994

Autores/as

Arantxa Gorostiaga Universidad del País Vasco UPV/EHU, Spain https://orcid.org/0000-0002-3477-3488
Jone Aliri Universidad del País Vasco UPV/EHU, Spain https://orcid.org/0000-0003-2292-2164
Nekane Balluerka Universidad del País Vasco UPV/EHU, Spain https://orcid.org/0000-0002-1537-393X
Joanes Lameirinhas Universidad del País Vasco UPV/EHU, Spain https://orcid.org/0000-0002-5304-7166

DOI:

https://doi.org/10.5944/educxx1.32994

Palabras clave:

orientación emprendedora, emprendimiento, adaptación de test, género, rendimiento académico, Formación Profesional

Agencias Financiadoras:

Gobierno Vasco

Resumen

La orientación emprendedora es un concepto clave en el contexto organizacional que está adquiriendo una relevancia cada vez mayor en el ámbito educativo, ya que la promoción del emprendimiento se ha convertido en una de las líneas de acción más importantes de la Unión Europea en materia de educación. Dado que la Escala de Orientación Emprendedora (EOE) es uno de los pocos instrumentos que permiten evaluar la orientación emprendedora en estudiantes, el primer objetivo del presente estudio consistió en la adaptación al euskera y la validación de la EOE (EOE-E). El segundo objetivo fue examinar la relación de la orientación emprendedora con el género y con el rendimiento académico. La muestra estuvo compuesta por 735 estudiantes de Formación Profesional. En cuanto al primer objetivo, el Análisis Factorial Confirmatorio corroboró la estructura de seis factores del cuestionario original, presentando índices aceptables de consistencia interna y estabilidad temporal. Se recabaron evidencias de validez convergente y de relación con otras variables, tales como la autoeficacia y la iniciativa personal. Por lo tanto, cabe afirmar que se obtuvieron evidencias de validez y fiabilidad de la EOE-E para la evaluación de la orientación emprendedora en estudiantes de Formación Profesional. En lo que respecta al segundo objetivo, los varones presentaron puntuaciones medias superiores a las de las mujeres en orientación competitiva, mientras que las mujeres superaron a los varones en orientación al aprendizaje. Además, en comparación con el estudiantado de menor rendimiento académico, los y las estudiantes con mejores calificaciones académicas mostraron una mayor orientación a la innovación, orientación proactiva, orientación al logro y orientación al aprendizaje.

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