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. Among affective strategies as a way to face affective states linked to the learning process are included those emotion-control-oriented and those motivation-control-oriented strategies. Both of them affect direct and indirectly to the learning efficiency. The objective of this research is to design an instrument for measuring the affective strategies used by the university students. This measuring model is coherent with the concept of affective strategies and with the theoretical model presented in this work. Method. 487 students from different qualifications answered the Affective Learning Strategies Scale and the Learning Competence Scale. For the validation of this instrument different strategies were used, such as expert judgment, confirmatory factorial analysis and reliability and correlation analysis. Results. A 37 item instrument has been validated in order to measure the Affective strategies. The measurement was based on a theoretical model consisting of 5 factors: Effort Avoidance, Social Image, Intrinsic Motivation, External Anxiety Control and Internal Anxiety Control. All these factors are correlated except the Effort Avoidance factor which is not correlated with Internal Anxiety Control and very few with Intrinsic Motivation. It is necessary to continue working on the model and the instrument to improve the statistical adjustment. The correlations of the Affective Strategies and the Learning Competence (scales and dimensions) support the criterion validity of the instrument. The results confirm that the Intrinsic Motivation and the Anxiety Control correlate in a positive and moderate way with the Learning Selfmanagement while the Effort Avoidance is not related to any dimension of the Learning Competence. Conclusion. It is proposed the use of adaptive affective strategies, and to substitute the negative strategies by more efficient learning alternatives.

Características Psicométricas de la Escala de Estrategias Afectivas en el Proceso de Aprendizaje (EEAA)