<?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>0212-9728</journal-id>
<journal-title><![CDATA[Anales de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Anal. Psicol.]]></abbrev-journal-title>
<issn>0212-9728</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Murcia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0212-97282021000200011</article-id>
<article-id pub-id-type="doi">10.6018/analesps.37.2.345151</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Design and validation of a questionnaire (LLQ) on facilitating the development of the learning to learn competence in university educators]]></article-title>
<article-title xml:lang="es"><![CDATA[Diseño y validación de un cuestionario (CAA) sobre la facilitación del desarrollo de la competencia aprender a aprender en el profesorado Universitario]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Iñurrategi]]></surname>
<given-names><![CDATA[Nagore]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[Agurtzane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muela]]></surname>
<given-names><![CDATA[Alexander]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Mondragon Unibertsitatea  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del País Vasco UPV/EHU  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<numero>2</numero>
<fpage>298</fpage>
<lpage>310</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S0212-97282021000200011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S0212-97282021000200011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S0212-97282021000200011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Within the European Higher Education Area framework, educators must have acquired professional skills in order to promote the learning to learn competence, which refers to the ability to self-regulate the learning process itself, in their students. The objective of this work was to design and validate a questionnaire, the learning to learn questionnaire (LLQ), to measure the facilitative learning contexts implemented by university educators to develop the learning to learn competence. First, based on a theoretical and empirical review, 86 items belonging to 7 dimensions were defined. Next, content validity (n = 20 experts), validity based on response processes (n = 10 teachers), validity based on internal structure (n = 415 teachers), and concurrent validity were examined. Our results showed sufficient psychometric quality, reliability of scores and goodness of fit. The final version of the LLQ consisted of 4 dimensions and 39 items. This instrument can be considered a valid and reliable tool that can be quickly applied in order to identify the development of facilitative learning contexts in the evolution of the learning to learn competence. Likewise, it can also serve to detect training needs in the development of this competence in university educators.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el marco del Espacio Europeo de Educación Superior, el profesorado ha de contar con capacidades profesionales para impulsar en el alumnado la competencia aprender a aprender, que hace referencia a la capacidad de autorregulación del propio proceso de aprendizaje. El objetivo del presente trabajo consistió en diseñar y validar un cuestionario para medir los contextos facilitadores de aprendizaje que el profesorado universitario activa para el desarrollo de la competencia aprender a aprender, el CAA. En primer lugar, partiendo de la revisión teórica y empírica, se definieron 86 ítems. A continuación, se examinaron la validez de contenido (n = 20 expertos), la validez basada en los procesos de respuesta (n = 10 docentes), la validez basada en la estructura interna (n = 415 docentes) y la validez concurrente. Los resultados mostraron una adecuada calidad psicométrica, fiabilidad de las puntuaciones y bondad de ajuste. La versión final del CAA comprendió 4 dimensiones y 39 ítems. Este instrumento puede ser una herramienta de rápida aplicación, válida y fiable, para conocer el desarrollo de los contextos facilitadores de aprendizaje de la competencia aprender a aprender. Asimismo, puede servir para detectar necesidades de formación profesional en el desarrollo de dicha competencia.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Learning to learn]]></kwd>
<kwd lng="en"><![CDATA[Professional competence]]></kwd>
<kwd lng="en"><![CDATA[Educational assessment]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Competence]]></kwd>
<kwd lng="en"><![CDATA[Tool evaluation]]></kwd>
<kwd lng="es"><![CDATA[Aprender a aprender]]></kwd>
<kwd lng="es"><![CDATA[competencia profesional]]></kwd>
<kwd lng="es"><![CDATA[evaluación educativa]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[competencia]]></kwd>
<kwd lng="es"><![CDATA[instrumentos evaluación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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