Montalvo Apolin, Danitza Elfi
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Montalvo Apolin, Danitza Elfi
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Montalvo Apolin, Danitza Elfi
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Montalvo-Apolín, Danitza Elfi
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Universidad Peruana Unión
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KIB-8147-2024
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Item type:Publicación, Relationship between English self-efficacy and language learning strategies among Peruvian university students: the mediating role of academic self-efficacyIntroduction This study investigates the mediating role of academic self-efficacy in the relationship between English self-efficacy and language learning strategies among Peruvian university students. Method An explanatory cross-sectional design was employed, utilizing a convenience sample of 610 participants. The instruments used included the Strategy Inventory for Language Learning (SILL), the English Self-Efficacy Scale (EAI), and the Perceived Academic Situational Self-Efficacy Scale (EAPESA). The reliability and internal structure of each scale were verified, and the SILL was validated. Descriptive and correlation analyses between variables were conducted, followed by path and mediation analyses. Results The proposed model showed adequate fit indices (χ 2 = 178, df = 33, p < 0.001, CFI = 0.964, TLI = 0.951, RMSEA = 0.085 [CI 90%: 0.073; 0.097]). The indirect effect of English self-efficacy on language learning strategies through academic self-efficacy was significant (β = 0.202, p < 0.001, 95% CI [0.144, 0.261]), indicating that 31.61% of the total effect (direct plus indirect) of English self-efficacy on language learning strategies is explained by this indirect effect. Conclusion The results highlight the importance of academic self-efficacy as a mechanism through which English self-efficacy enhances the use of language learning strategies.Citas (OpenAlex): 1metric-badges.view 2 - Algunas métricas están bloqueadas por suconfiguración de consentimiento
Item type:Publicación, Strategies for learning English in higher education: a systematic mappingThe prevalence of English in higher education has necessitated its learning and mastery, both for the internationalization of the language across countries and for its utility as a crucial tool in scientific and educational interactions. Consequently, this study aimed to identify and characterize scientific articles published between 2020 and 2024, focusing on metacognitive, cognitive, socio-emotional, and technological strategies in the learning of English among university students. This was achieved through a qualitative systematic mapping using databases such as Scopus, ERIC, EBSCO, and Web of Science. The methodology, with a qualitative orientation, incorporated the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) processes, encompassing three moments: (1) Search approach, (2) Development of the search protocol, and (3) Analysis of results and classification and synthesis process. A total of 80 articles were selected based on quality, inclusion, and exclusion criteria. The findings indicated that China and the United States have the highest number of studies; the most cited author has 32 citations; methodological perspectives include quantitative, mixed, and qualitative approaches; and the questionnaire was the most frequently used instrument. The journals of interest span all four quartiles. Notable technological strategies include augmented reality, artificial intelligence, and the metaverse, while metacognitive and cognitive strategies such as self-regulated learning are emphasized. Research lines highlight the interactivity and effectiveness of pragmatic strategies in English feedback and trends in identifying factors that cause anxiety during English classes. It is concluded that English is instrumental in enhancing article writing strategies and scientific dialogue in English. It is recommended to implement strategies to develop the competence of writing scientific articles in English and to utilize educational platforms for learning scientific and communicative English.Citas (OpenAlex): 5metric-badges.view 8 - Algunas métricas están bloqueadas por suconfiguración de consentimiento
Item type:Publicación, Didactic strategies in the thesis advising to develop research competencies: perspectives of teachers and students(Universidad Peruana de Ciencias Aplicadas, 2024-07-31); ; Introducción: La asesoría de tesis es un componente esencial en la formación académica. Durante este proceso los estudiantes se embarcan en la tarea de investigar y contribuir al conocimiento en su campo de estudio. Pero para que esto resulte, es necesario que cuenten con competencias específicas sobre la investigación y herramientas que contribuyan en su desarrollo. Objetivo: El objetivo fue analizar el uso de las estrategias didácticas de los docentes en el proceso de asesoría de tesis para desarrollar competencias investigativas en los estudiantes de últimos ciclos de educación superior. Método: Se siguió un diseño cualitativo fenomenológico exploratorio y se aplicaron entrevistas semiestructuradas a tres docentes expertos en investigación y a tres estudiantes de la Facultad de Psicología, pertenecientes a una universidad privada en la ciudad de Tarapoto-Perú, y que fueron seleccionados mediante un muestreo intencional por conveniencia. Resultados: Se comprendió que (a) las estrategias didácticas que se aplican en la enseñanza aprendizaje para el logro de los objetivos académicos son el trabajo colaborativo, el estudio de casos, el uso de recursos audiovisuales, el trabajo en equipo e incluyen, la asesoría y el rol docente; (b) se definen a las competencias investigativas como un conjunto de habilidades, capacidades y actitudes necesarias para realizar una investigación y proyectos de tesis; (c) además, es necesario saber formular problemas, hipotetizar, dominar Software estadísticos y argumentar los resultados eficientemente; y (d) es importante enfatizar la capacidad para el análisis de la coherencia metodológica y el uso de gestores bibliográficos. Discusión: Las ..Citas (OpenAlex): 3metric-badges.view 7 - Algunas métricas están bloqueadas por suconfiguración de consentimiento
Item type:Publicación, Academic motivation and engagement: the mediating role of academic self-efficacy in Peruvian university students(2026-05-13); Introduction To achieve quality education, it is essential to incorporate the cognitive dimension while also integrating socioemotional development. This study aims to examine the relationship between academic motivation and academic engagement, and to assess the mediating role of academic self-efficacy among Peruvian university students. Methods A quantitative, explanatory, and cross-sectional research design was utilized. The study sample comprised 675 students from five private universities in Peru, selected through convenience sampling. Data analyses were performed using bias-corrected bootstrap procedures with 5,000 samples for mediation analysis. Results Mediation analysis revealed a significant total effect of motivation on engagement ( β = 0.488, p < .001). Notably, the indirect effect mediated by academic self-efficacy was also significant ( β = 0.158, p < .001), accounting for 32.5% of the total effect. Conclusion The research findings reveal that motivation plays a pivotal role in influencing academic engagement. However, for this influence to translate into sustained academic engagement, it is essential to bolster self-efficacy. Institutional interventions, such as mentoring and active learning, are critical in enhancing students' confidence, thereby contributing to improved academic success and retention.Citas (OpenAlex): 1metric-badges.view 7 - Algunas métricas están bloqueadas por suconfiguración de consentimiento
Item type:Publicación, Psychometric properties of the strategy inventory for language learning in Peruvian university studentsBackground In contemporary academia, proficiency in a second language, particularly English, is of significant importance for university students. The objective of this research is to determine the validity and reliability properties of the Strategy Inventory for Language Learning (SILL) among Peruvian university students. Methods Six hundred ten Peruvian university students, aged between 18 and 50 years ( M = 22.8; SD = 5.90), participated in the study. Statistical techniques for latent variables were employed, and recommendations for determining the psychometric properties of educational and psychological tests were followed. Results The results show that the SILL exhibits an internal structure organized into six first-order factors and one second-order factor, consistent with the theoretical proposal. This structure was confirmed through CFA with excellent goodness-of-fit indices (χ 2 = 222.254, df = 129, p = 0.000, RMSEA = 0.034, SRMR = 0.037, CFI = 0.971, TLI = 0.966). The inventory also demonstrates adequate internal consistency for its six factors, as well as for the complete inventory ( α / ω /H > 0.7), and is invariant according with gender (male and female), geographical location (coast, mountains and jungle) age (late adolescence and early adulthood), and English educational level (A and B). Concussion It’s concluded that the SILL is a measurement instrument that demonstrates validity, factorial invariance, and high reliability in its scores. Consequently, it can be utilized in future academic research.Citas (OpenAlex): 5metric-badges.view 5