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espanolEn el aula universitaria la motivacion estado de los estudiantes puede verse influenciada por muchos factores, siendo uno de ellos la percepcion de estos sobre el comportamiento de los docentes. El objetivo de este estudio consistio en adaptar y validar al espanol la Escala de Motivacion Estado (Christophel, 1990) en una muestra de estudiantes universitarios. Los participantes fueron 344 estudiantes de la Universidad de Sevilla. Los resultados del analisis factorial confirmatorio apoyaron la estructura unifactorial propuesta en el modelo original. Asimismo, se encontro invarianza segun el genero de los participantes y evidencias de validez concurrente con la credibilidad docente. Se concluye que la Escala de Motivacion Estado presenta adecuadas propiedades psicometricas para medir dicha motivacion en estudiantes universitarios EnglishIn the college classroom, student state motivation can be influenced by many factors, being one of them students' perceptions of teachers' behaviors. The purpose of this study was to adapt and validate the Spanish version of the State Motivation Scale (Christophel, 1990) in a sample of university students. The participants were 344 students from the University of Seville. The results of the confirmatory factor analysis supported the unifactorial structure proposed in the original model. Invariance across gender was found and evidence of concurrent validity with teacher credibility. It is concluded that the State Motivation Scale has appropriate psychometric properties to measure state motivation in Spanish-speaking university students.

espanolEl objetivo del estudio consistio en adaptar y validar al espanol la Escala de Credibilidad (McCroskey & Teven, 1999) para medir la credibilidad de los profesores universitarios. Los participantes fueron 352 estudiantes de la Universidad de Sevilla pertenecientes a diversas titulaciones del area de las Ciencias Sociales. El analisis factorial exploratorio genero un modelo de tres factores alternativo al original. No obstante, tanto el modelo alternativo como el modelo original presentaron una adecuada consistencia interna no solo en la escala global sino tambien en las tres subescalas; buenos indices de bondad de ajuste como confirmo el analisis factorial confirmatorio, apoyando asi la estructura factorial de tres factores; invarianza por sexo y evidencia de validez concurrente con la motivacion academica. Se concluye que el modelo original asi como el modelo alternativo de la Escala de Credibilidad son instrumentos validos y fiables para medir la credibilidad de los docentes universitarios. EnglishThe purpose of the study was to adapt to and validate to Spanish the Source Credibility Measure (McCroskey & Teven, 1999) to assess the credibility of university professors. The participants were 352 students from the University of Seville from different courses in the field of Social Sciences. The exploratory factor analysis generated an alternative three - factor model to the original one. However, both the alternative model and the original model presented adequate internal consistency not only in the global scale but also in the three subscales, good indexes of goodness of fit as demonstrated by the confirmatory factor analysis, supporting the factorial structure of three factors; invariance across sex and evidence of concurrent validity with academic motivation. It is concluded that the original model as well as the alternative model of the Source Credibility Measure are valid and reliable instruments to assess the credibility of university professors.