<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-4221</journal-id>
<journal-title><![CDATA[Ciencias Psicológicas]]></journal-title>
<abbrev-journal-title><![CDATA[Cienc. Psicol.]]></abbrev-journal-title>
<issn>1688-4221</issn>
<publisher>
<publisher-name><![CDATA[Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-42212022000201224</article-id>
<article-id pub-id-type="doi">10.22235/cp.v16i2.2908</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis psicométrico y datos normativos de la UWES en adolescentes peruanos]]></article-title>
<article-title xml:lang="pt"><![CDATA[Análise psicométrica e dados normativos da UWES em adolescentes peruanos]]></article-title>
<article-title xml:lang="en"><![CDATA[Psychometric analysis and normative data of UWES in Peruvian adolescents]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dominguez-Lara]]></surname>
<given-names><![CDATA[Sergio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peceros-Pinto]]></surname>
<given-names><![CDATA[Benigno]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Centeno-Leyva]]></surname>
<given-names><![CDATA[Sharon]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valente]]></surname>
<given-names><![CDATA[Sabina N.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lourenço]]></surname>
<given-names><![CDATA[Abílio A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quistgaard-Alvarez]]></surname>
<given-names><![CDATA[Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales-Velasquez]]></surname>
<given-names><![CDATA[Mercedes Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de San Martín de Porres  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de San Martín de Porres  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Innova Scientific  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de Évora Centro de Investigação em Educação e Psicologia Centro de Investigação para a Valorização de Recursos Endógenos - Instituto Politécnico de Portalegre]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidad Privada San Juan Bautista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af7">
<institution><![CDATA[,Universidad Privada San Juan Bautista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>16</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-42212022000201224&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-42212022000201224&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-42212022000201224&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El engagement académico es una característica relevante para predecir las trayectorias académicas exitosas y el rendimiento escolar; sin embargo, existe una carencia de instrumentos validados en Perú para su evaluación. Por ello, el objetivo de esta investigación fue analizar las propiedades psicométricas de la Utrech Work Engagement Scale - 9S (UWES-9S) en adolescentes peruanos: estructura interna, invarianza de medición, asociación con la autoeficacia académica, confiabilidad y normas. Fueron evaluados 868 adolescentes escolares (51.728% mujeres; M edad = 14.263; DE edad = 1.430) procedentes de seis colegios de la Provincia Constitucional del Callao (costa central del Perú). Además de la UWES-9S se utilizó la Escala de Autoeficacia Percibida Específica para Situaciones Académicas como medida de autoeficacia. Los resultados indican que la UWES-9S es unidimensional e invariante entre hombres y mujeres, aunque se eliminaron tres ítems derivando en una nueva versión: UWES-6S. Asimismo, la asociación con la medida de autoeficacia académica fue moderada (r &gt; .50) y se obtuvo normas para hombres y mujeres por separado. Los indicadores de confiabilidad fueron satisfactorios tanto para las puntuaciones (coeficiente alfa y correlación inter-ítem promedio) como para el constructo (coeficiente omega &gt; .80). Se concluye que la UWES-6S cuenta con propiedades psicométricas adecuadas para su aplicación en adolescentes peruanos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O engagement académico é uma característica relevante para prever trajetórias académicas bem-sucedidas e o desempenho escolar, no entanto, faltam instrumentos validados no Perú para a sua avaliação. Portanto, o objetivo deste estudo foi analisar as propriedades psicométricas da Utrecht Work Engagement Scale - 9S (UWES-9S) em adolescentes peruanos: estrutura interna, invariância de medidas, associação com a autoeficácia académica, confiabilidade e normas. Foram avaliados 868 adolescentes escolares (51.728% mulheres; Midade = 14.263; DPidade = 1.430) de seis colégios da Província Constitucional de Callao (costa central do Perú). Além da UWES-9S, foi utilizada a Escala de Autoeficácia Percebida Específica para Situações Académicas como medida de autoeficácia. Os resultados mostram que a UWES-9S é unidimensional e invariável entre homens e mulheres, embora três itens tenham sido eliminados, resultando numa nova versão: UWES-6S. A associação com a autoeficácia académica foi moderada (r &gt; 0,50) e as normas foram obtidas para homens e mulheres separadamente. Além disso, os índices de confiabilidade foram satisfatórios tanto para as pontuações (coeficiente alfa e correlação média entre itens) quanto para o constructo (coeficiente ómega &gt; .80). Conclui-se que a UWES-6S possui propriedades psicométricas adequadas para sua aplicação em adolescentes peruanos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Academic engagement is a relevant characteristic to predict successful academic trajectories and school performance; however, there is a lack of validated instruments in Peru for its evaluation. Therefore, the objective of this study was to analyze the psychometric properties of the Utrecht Work Engagement Scale - 9S (UWES-9S) in Peruvian adolescents: internal structure, measurement invariance, association with academic self-efficacy, reliability, and norms. A total of 868 school adolescents (51.728% women; Mage = 14.263; SDage = 1.430) from six schools in the Constitutional Province of Callao (central coast of Peru) were evaluated. In addition to the UWES-9S, the Specific Perceived Self-Efficacy Scale for Academic Situations was used as a measure of self-efficacy. The results show that the UWES-9S is unidimensional and invariant between men and women, although three items were eliminated, resulting in a new version: UWES-6S. Likewise, the association with academic self-efficacy was moderate (r &gt; .50) and norms were obtained for men and women separately. In addition, the reliability indices were satisfactory for both the scores (alpha coefficient and average inter-item correlation) and the construct (omega coefficient &gt; .80). It is concluded that the UWES-6S has adequate psychometric properties for its application in Peruvian adolescents.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[engagement académico]]></kwd>
<kwd lng="es"><![CDATA[adolescentes]]></kwd>
<kwd lng="es"><![CDATA[validez]]></kwd>
<kwd lng="es"><![CDATA[confiabilidad]]></kwd>
<kwd lng="es"><![CDATA[normas]]></kwd>
<kwd lng="pt"><![CDATA[engagement académico]]></kwd>
<kwd lng="pt"><![CDATA[adolescentes]]></kwd>
<kwd lng="pt"><![CDATA[validação]]></kwd>
<kwd lng="pt"><![CDATA[confiabilidade]]></kwd>
<kwd lng="pt"><![CDATA[normas]]></kwd>
<kwd lng="en"><![CDATA[academic engagement]]></kwd>
<kwd lng="en"><![CDATA[adolescents]]></kwd>
<kwd lng="en"><![CDATA[validity]]></kwd>
<kwd lng="en"><![CDATA[reliability]]></kwd>
<kwd lng="en"><![CDATA[test norms]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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