Quispe Sanca, David

Preferred name
Quispe Sanca, David
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dqsanca@upeu.edu.pe
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    Validation of a Spanish version of the Foreign Language Classroom Anxiety Scale in Peruvian secondary education students
    (2024-05-31)
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    Gissel Arteta-Sandoval
    ;
    ;
    Wilter C. Morales-García
    Background Anxiety in learning foreign languages is a global phenomenon that impacts students’ academic performance, with English being a critical language in secondary education. The Foreign Language Classroom Anxiety Scale (FLCAS) has been widely used to assess this anxiety. However, the need to validate and adapt the scale for specific cultural contexts remains a priority in educational research. Objective To assess the validity and reliability of a Spanish version of the FLCAS among a sample of Peruvian secondary education students, in order to better understand the structure of language learning anxiety in this context. Methods A total of 818 students from four public educational institutions in southern Peru participated. An instrumental design was used, which included descriptive analysis, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and assessments of convergent, divergent validity, and measurement invariance by gender. Results The EFA recommended a four-factor model that explained 32% of the total variance. Subsequent CFA adjusted this model to 24 items with optimal fit indices (CFI = 0.969; RMSEA = 0.045). The reliability of the factors was acceptable ( α > 0.70 for all factors). Convergent and divergent validity was confirmed through significant correlations with related constructs (Fear of Negative Evaluation and Enjoyment of Foreign Language). Gender invariance analysis indicated that the scale is equally applicable to men and women. Conclusion The Spanish version of the FLCAS is a valid and reliable tool for assessing foreign language classroom anxiety among Peruvian secondary education students. This study contributes to the field of language teaching by providing evidence of the cultural applicability of the FLCAS in the Peruvian context, thus facilitating more effective pedagogical interventions to address language learning anxiety.
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    Background as Predictors of Food Safety Behavior in Peruvian University Students: The Mediating Role of Food Safety Attitudes
    (2026-02-13)
    ;
    Hypatia Ynfante-Acuña
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    Saúl Vara-Allhuirca
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    ;
    Wilter C. Morales-García
    Background: Foodborne diseases (FBDs) pose a significant threat to public health and are particularly relevant among university students, who often face limitations in time, resources, and experience in food handling. This study examined the influence of background factors (experience and education) on food safety behavior and the mediating role of attitudes among Peruvian students. Methods: A cross-sectional study was conducted with 814 university students (53.8% female; 82.1% aged 17–22 years; 77.4% from private universities). Three validated scales were applied: background factors, attitudes, and behavior, all demonstrating acceptable reliability (α ≥ 0.71). Analyses were performed using PLS-SEM with 5000 bootstraps, confirming the convergent and discriminant validity of the constructs. Results: Results showed that background factors accounted for a small proportion (5.7%) of the variance in attitudes, and together with attitudes, they explained 31.8% of food safety behavior. The direct effects were significant: background → behavior (β = 0.266, p < 0.001), attitudes → behavior (β = 0.457, p < 0.001), and background → attitudes (β = 0.249, p < 0.001). Attitudes partially and modestly mediated the relationship, accounting for approximately 30% of the total effect of background factors on behavior (β_indirect = 0.114, p < 0.001). Women scored higher in personal hygiene, food hygiene, and cross-contamination prevention (p < 0.05), although multi-group comparisons revealed no significant differences in structural paths by gender. Conclusions: In conclusion, background factors are associated with food safety practices, and attitudes contribute to translating prior experience and education into behavior as a statistically significant but modest mediator, suggesting that other unmeasured factors (e.g., norms, habits, contextual constraints) also play an important role. Educational interventions should therefore prioritize strengthening attitudes and self-efficacy while also providing contextual resources that support safe practices in student kitchens.