Descripción

This article presents the results of the process of adaptation and validation of the affective component and the metacognitive strategies of context control, search, collection and selection of information, and processing and use of information of the Questionnaire for the Evaluation of Learning Strategies of University Students in Colombia. The methodology was based on instrumental studies aimed at identifying the psychometric properties of an instrument whose final version is called Questionnaire of Learning Strategies in University Students. The sample consisted of 1700 students from all over the country for the exploratory phase and 661 for the non-random confirmatory phase, in which structural equation models were used; the convergent and discriminant validity was determined by the composite reliability, Cronbach’s alpha, the omega coefficient, and the average variance extracted. Likewise, the process developed in each phase of the research and the final SEM model, represented in a path diagram, are presented. The result is an instrument of 31 items divided into nine subscales, with a goodness of fit model adequate to the thresholds proposed by the theory. The new questionnaire is valid and reliable; therefore, once, adapted and validated, it will provide information to those who use it in the country to understand the results of their research.