Adaptation and validation of an instrument on the self-concept of critical and reflective reading to strengthen learning
DOI:
https://doi.org/10.5281/zenodo.14641645Keywords:
critical reading, evaluation, social actionAbstract
Critical reading is essential for cognitive and academic development in an information-saturated world. This study adapted and validated a questionnaire based on Olifant et al. (2020), designed to assess students' perception of their critical skills in a diverse educational context. With a sample of 350 basic education students, the instrument was evaluated by a panel of 10 experts using Aiken's V coefficient, which ensured high content validity. Cronbach's alpha coefficients indicated strong internal consistency in key dimensions such as analysis, synthesis, evaluation and discourse for social action. Exploratory factor analysis confirmed structures consistent with the theoretical model, while confirmatory factor analysis showed a satisfactory fit (RMSEA = 0.058, CFI = 0.941). The findings support the usefulness of the questionnaire as a valid and reliable tool for diagnosing critical skills and designing reflective pedagogical strategies.
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