![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
Over recent decades university tutoring has attracted much attention. The research carried out has taken many formsemphasising the importance of developing good instruments for investigating this complex reality and its numerous perspectives. This article provides a psychometric analysis of a questionnaire that aims to assess the perceptions of students and professors regarding their perception of the importance and reality of tutoring at university in the current context. The questionnaire was analysed using applied statistical techniques, cluster analysis and multidimensional scaling, using a sample of 569 university professors and 679 students from different universities in the Community of Madrid (Spain). The results showed that the questionnaire contains several useful psychometric properties. This study contributes significantly to existing models in the literature. We confirm that tutoring at university has three dimensions (personal-social, academic and professional), which various authors on the subject consider to be key components. This study proposes a finer division of tutoring dimensions and characterises more analytically the role of the university tutor, in pursuit of the integral education of university students.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
E. López-Gómez
E. López-Gómez (PhD) is an Assistant Professor in Education at Universidad Nacional de Educación a Distancia (UNED). His research interests focus on university tutoring, teacher training and professional development in higher education.
G. Leví-Orta
G. Leví-Orta (PhD) is an Associate Professor in Education at UNED. Her research interests concern competences in education and teachers’ professional development.
A. Medina Rivilla
A. Medina Rivilla (PhD) is a Professor Emeritus at UNED, holds honorary degrees from IUNIR, Argentina, and UNISAN, México, and is an honorary professor at the University of Latvia. His research interests include teacher training, competences in education, transition to higher education and professional development of in-service teachers.
E. Ramos-Méndez
E. Ramos-Méndez is a Doctor of Mathematical Sciences and a Professor of Statistics. He is director of the Department of Statistics, Operational Research and Numerical Calculation at UNED. His research interest focuses on optimisation models, operational research and data mining.