Academic co-creation: development and validation of a short scale
Introduction Given the profound changes caused in higher education by the COVID-19 pandemic, affecting 1.6 billion students and 63 million educators globally, there arises the necessity for quantifiable measures that capture the essence of academic co-creation. This study aimed to develop and valida...
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2023
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| author | Ventura‐León, José Sánchez‐Villena, Andy Rick Caycho‐Rodríguez, Tomás White, Michael |
| author_browse | Caycho‐Rodríguez, Tomás Sánchez‐Villena, Andy Rick Ventura‐León, José White, Michael |
| author_facet | Ventura‐León, José Sánchez‐Villena, Andy Rick Caycho‐Rodríguez, Tomás White, Michael |
| author_sort | Ventura‐León, José |
| collection | Producción científica |
| description | Introduction Given the profound changes caused in higher education by the COVID-19 pandemic, affecting 1.6 billion students and 63 million educators globally, there arises the necessity for quantifiable measures that capture the essence of academic co-creation. This study aimed to develop and validate a short scale that measures academic co-creation (AC-S) in a sample of higher education students. Methods A total of 3,169 students from three Peruvian cities participated in the study (Mean Age = 25.77 years old; SD = 8.92 years); 1889 were female (59.60%) and 1,280 (40.40%) males. Qualitative and quantitative procedures were used for test construction. Item response theory (IRT) under the two-parameter graded response model (GRM-2PL) and test information function were used to examine reliability; additionally, a brief measure of academic satisfaction was used to provide evidence of relationship with another variable. Results The AC-S displayed strong fit and reliability, assessed through the test information function and standard error. It also showed a moderate correlation with academic satisfaction, bolstering its validity by linking with a pertinent variable. Its brevity enhances its practicality for education and research, efficiently fitting explanatory models and educational contexts. Despite substantial sample size and advanced psychometric methods, the study acknowledges limitations in sample representativeness and cross-sectional design. In conclusion, IRT and SEM techniques compellingly support the AC-S’s reliability and validity. Conclusion The scale’s one-dimensionality, local independence, reliability, and academic satisfaction relationship form a foundation for future exploration of co-creation-based educational models. Further studies should evaluate its performance across diverse cultural contexts. |
| format | Article |
| id | oai:cris.upeu.edu.pe:20.500.15037/1740 |
| institution | UPeU |
| language | English |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| record_format | dspace |
| spelling | oai:cris.upeu.edu.pe:20.500.15037/17402026-10-30T16:16:38ZAcademic co-creation: development and validation of a short scaleVentura‐León, JoséSánchez‐Villena, Andy RickCaycho‐Rodríguez, TomásWhite, MichaelRepresentativeness heuristicScale (ratio)PsychologyReliability (semiconductor)Item response theoryTest (biology)Sample (material)StatisticsMathematics educationSocial psychologyMathematicsPsychometricsClinical psychologyGeographyPhysicsPower (physics)Quantum mechanicsChromatographyBiologyPaleontologyCartographyChemistrySocial Sciences Social Sciences Education Higher Education Practises and EngagementPhysical Sciences Computer Science Computer Science Applications E-Learning and Knowledge ManagementSocial Sciences Social Sciences Education Higher Education and SustainabilityIntroduction Given the profound changes caused in higher education by the COVID-19 pandemic, affecting 1.6 billion students and 63 million educators globally, there arises the necessity for quantifiable measures that capture the essence of academic co-creation. This study aimed to develop and validate a short scale that measures academic co-creation (AC-S) in a sample of higher education students. Methods A total of 3,169 students from three Peruvian cities participated in the study (Mean Age = 25.77 years old; SD = 8.92 years); 1889 were female (59.60%) and 1,280 (40.40%) males. Qualitative and quantitative procedures were used for test construction. Item response theory (IRT) under the two-parameter graded response model (GRM-2PL) and test information function were used to examine reliability; additionally, a brief measure of academic satisfaction was used to provide evidence of relationship with another variable. Results The AC-S displayed strong fit and reliability, assessed through the test information function and standard error. It also showed a moderate correlation with academic satisfaction, bolstering its validity by linking with a pertinent variable. Its brevity enhances its practicality for education and research, efficiently fitting explanatory models and educational contexts. Despite substantial sample size and advanced psychometric methods, the study acknowledges limitations in sample representativeness and cross-sectional design. In conclusion, IRT and SEM techniques compellingly support the AC-S’s reliability and validity. Conclusion The scale’s one-dimensionality, local independence, reliability, and academic satisfaction relationship form a foundation for future exploration of co-creation-based educational models. Further studies should evaluate its performance across diverse cultural contexts.Articlehttps://www.frontiersin.org/articles/10.3389/feduc.2023.1252528/pdf?isPublishedV2=Falsehttp://dx.doi.org/10.3389/feduc.2023.125252810.3389/feduc.2023.1252528https://hdl.handle.net/20.500.15037/1740W4386914828enFrontiers in Education2504-284X2023-09-212026-06-13T14:20:15Z2026-06-13T14:20:15Z |
| spellingShingle | Representativeness heuristic Scale (ratio) Psychology Reliability (semiconductor) Item response theory Test (biology) Sample (material) Statistics Mathematics education Social psychology Mathematics Psychometrics Clinical psychology Geography Physics Power (physics) Quantum mechanics Chromatography Biology Paleontology Cartography Chemistry Social Sciences Social Sciences Education Higher Education Practises and Engagement Physical Sciences Computer Science Computer Science Applications E-Learning and Knowledge Management Social Sciences Social Sciences Education Higher Education and Sustainability Ventura‐León, José Sánchez‐Villena, Andy Rick Caycho‐Rodríguez, Tomás White, Michael Academic co-creation: development and validation of a short scale |
| title | Academic co-creation: development and validation of a short scale |
| title_full | Academic co-creation: development and validation of a short scale |
| title_fullStr | Academic co-creation: development and validation of a short scale |
| title_full_unstemmed | Academic co-creation: development and validation of a short scale |
| title_short | Academic co-creation: development and validation of a short scale |
| title_sort | academic co creation development and validation of a short scale |
| topic | Representativeness heuristic Scale (ratio) Psychology Reliability (semiconductor) Item response theory Test (biology) Sample (material) Statistics Mathematics education Social psychology Mathematics Psychometrics Clinical psychology Geography Physics Power (physics) Quantum mechanics Chromatography Biology Paleontology Cartography Chemistry Social Sciences Social Sciences Education Higher Education Practises and Engagement Physical Sciences Computer Science Computer Science Applications E-Learning and Knowledge Management Social Sciences Social Sciences Education Higher Education and Sustainability |
| topic_facet | Representativeness heuristic Scale (ratio) Psychology Reliability (semiconductor) Item response theory Test (biology) Sample (material) Statistics Mathematics education Social psychology Mathematics Psychometrics Clinical psychology Geography Physics Power (physics) Quantum mechanics Chromatography Biology Paleontology Cartography Chemistry Social Sciences Social Sciences Education Higher Education Practises and Engagement Physical Sciences Computer Science Computer Science Applications E-Learning and Knowledge Management Social Sciences Social Sciences Education Higher Education and Sustainability |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1252528/pdf?isPublishedV2=False http://dx.doi.org/10.3389/feduc.2023.1252528 https://hdl.handle.net/20.500.15037/1740 |
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