Cunza Aranzábal, Denis Frank

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Cunza Aranzábal, Denis Frank
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deniscunza@upeu.edu.pe
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  • Publicacion
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    Estrés académico y autoeficacia académica en estudiantes de 1ero y 8vo semestre de la Pontificia Universidad Católica del Ecuador, 2019
    (2022-04-03)
    Santiago Alejandro Naranjo Espin
    ;
    Denis Frank Cunza-Aranzábal  
    El presente estudio tuvo el objetivo de determinar la relación entre estrés académico y autoeficacia académica en estudiantes de Fisioterapia de 1ero y 8vo semestre de la Pontificia Universidad Católica del Ecuador. Esta investigación fue de enfoque cuantitativo, de tipo correlacional, de diseño no experimental, de corte transversal. Se utilizó una muestra de 98 estudiantes. En cuanto a los instrumentos utilizados para la recolección de datos, se empleó el Inventario SISCO del Estrés Académico y la Escala de Autoeficacia en Conductas Académicas (EACA). Los resultados de las correlaciones mostraron que no hay una relación significativa entres estrés académico y autoeficacia académica (r= -.180; p> .05). Por otro lado, se encontró que existe relación negativa y significativa entre atención y estímulos estresores (r= -.234; p< .05), síntomas y atención (r= -.403; p< .01), síntomas y autoeficacia académica (r= -.305; p< .01), estrés académico y atención (r= -.280; p< .01). Se encontró correlación significativa entre estrategias de afrontamiento y excelencia (r= .231; p< .05), estrategias de afrontamiento y autoeficacia académica (r= .236; p< .05). A partir de los resultados obtenidos se concluye que no hay una relación significativa entre estrés académico y autoeficacia académica en los estudiantes universitarios estudiados.
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    Relationship between English self-efficacy and language learning strategies among Peruvian university students: the mediating role of academic self-efficacy
    (2025-10-15)
    Nataly Susan Saez-Zevallos
    ;
    Denis Frank Cunza-Aranzábal  
    ;
    Carlos D. Abanto-Ramírez  
    ;
    Danitza Elfi Montalvo-Apolín
    Introduction 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.
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    Psychometric properties of the strategy inventory for language learning in Peruvian university students
    (2025-05-13)
    Nataly Susan Saez-Zevallos
    ;
    Denis Frank Cunza-Aranzábal  
    ;
    Carlos D. Abanto-Ramírez  
    ;
    Danitza Elfi Montalvo-Apolín
    Background 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.
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    Relationship between academic procrastination and internet addiction in Peruvian university students: the mediating role of academic self-efficacy
    (2025-01-23)
    Dana Rocio Chavez-Yacolca
    ;
    Ruth Beatriz Castro-Champión
    ;
    Nely Marlene Cisneros-Gonzales
    ;
    Denis Frank Cunza-Aranzábal  
    ;
    Mardel Morales-García  
    Introduction This study evaluated the mediating role of academic self-efficacy in the relationship between internet addiction and academic procrastination among Peruvian university students. Method A cross-sectional explanatory design was employed with a convenience sample of 334 participants. Instruments used included the Specific Perceived Self-Efficacy Scale of Academic Situations (EAPESA), the Lima Internet Addiction Scale (EAIL), and the Academic Procrastination Scale (APS). The reliability and internal structure of each scale were verified, and the EAIL was validated. Descriptive analysis and correlation between variables were conducted, followed by path and mediation analyses. Results Internet addiction significantly negatively affected academic self-efficacy ( β = −0.381, t = −4.52, p < 0.001). Academic self-efficacy negatively impacted academic procrastination ( β = −0.522, t = −7.04, p < 0.001). Internet addiction positively affected academic procrastination ( β = 0.642, t = 5.72, p < 0.001). The total effect of internet addiction on academic procrastination and academic self-efficacy was significant ( β = 0.841, t = 7.17, p < 0.001). Academic self-efficacy partially mediates the relationship between internet addiction and academic procrastination, suggesting universities should implement strategies to enhance academic self-efficacy in students.
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    Psychometric properties and invariance of an English self-efficacy scale for university students in Peru
    (2023-06-15)
    Mariela Estela Mendoza-Torres
    ;
    Wilter C. Morales-García  
    ;
    Liset Z. Sairitupa-Sanchez
    ;
    Sandra B. Morales-García
    ;
    Oriana Rivera‐Lozada
    Background English is a global language used to communicate with members of the international community. Self-efficacy in learning English is an important factor that is influenced by perceived importance, interest, and beliefs about the ability to successfully perform tasks in English. Objective The aim is to develop and validate a measurement instrument to assess English self-efficacy. Methods A total of 453 students from different Peruvian universities participated, with ages ranging from 18 to 60 years (M = 23; SD = 6.18). Statistical techniques for latent variables were used and recommendations for educational and psychological tests were followed in its construction. The sample was divided into two groups to perform exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Results The English Self-Efficacy Scale (ESS-P) is representative and relevant in terms of its item content (Aiken’s V > 0.70). Its internal structure is organized into three first order factors and a second order factor that are consistent with the theoretical proposal and was confirmed through CFA with excellent goodness-of-fit indices (χ 2 = 1184.9, gl = 626, CFI = 0.92, TLI = 0.92, RMSEA = 0.06 y SRMR = 0.04). It also has adequate internal consistency in its three factors (Reading α/ω = 0.96), Oral Communication (α/ω = 0.95), and Writing (α/ω = 0.97) and the whole scale (α/ω = 0.98), is invariant with respect to sex, and has a conceptual relationship with variables such as academic self-efficacy and exam anxiety. Conclusion The ESS-P is a measurement instrument with evidence of validity, factorial invariance, and good reliability of its scores. Therefore, it can be used in future studies in the academic context.
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    Relationship Between Procrastination and Perceived Academic Achievement: The Mediating Role of Internet Addiction
    (2026-01-10)
    Maria Edita Huanambal-Pérez
    ;
    Elias Javier Calixtro-Ruiz
    ;
    Denis Frank Cunza-Aranzábal  
    ;
    Carlos D. Abanto-Ramírez  
    Academic achievement serves as a crucial indicator of quality within higher education. In this context, internet addiction and procrastination emerge as significant factors influencing student performance. However, existing literature has predominantly focused on objective and comparative metrics, such as grades, thereby limiting the exploration of the subjective dimension from the student’s perspective. This research aims to investigate the mediating role of internet addiction (IA) in the relationship between academic procrastination (AP) and self-perceived academic achievement (AA) among Peruvian university students. Employing an explanatory and cross-sectional design, data were collected from 525 university students aged 18 to 40 years, utilizing validated instruments such as the Internet Addiction Questionnaire, the University Academic Performance Scale, and the Academic Procrastination Scale. The findings revealed a negative influence of AP on AA (b = −0.385, p < 0.001, 95% CI [−1.457, −0.991]), a positive influence of AP on IA (b = 0.205, p < 0.001, 95% CI [0.341, 0.886]), and a positive influence of IA on AA (b = 0.326, p < 0.001, 95% CI [0.239, 0.441]). IA partially and competitively mediates 12.5% of the relationship between AP and AA.
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    Student Perception of Teacher Care Scale in University Students
    (2024-01-01)
    Roussel Dulio Dávila-Villavicencio  
    ;
    Saulo Salinas Arias  
    ;
    Ana Fabri Casildo Bedón
    ;
    Jose Luis Perez-Brenis
    ;
    Robert Ivan Echabaudes-Ilizarbe
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    Experiencia de turismo educativo y emociones percibidas en estudiantes universitarios. Un enfoque mixto
    (2022-06-30)
    Denis Frank Cunza-Aranzábal  
    ;
    Carlos Miguel Cunza Aranzábal
    El presente estudio tuvo como objetivo explicar la experiencia de un viaje de turismo educativo desde una perspectiva mixta de investigación a través de un diseño explicativo secuencial (DEXPLIS), con una fase cuantitativa inicial de tipo explicativo y diseño pre experimental, seguida de una fase cualitativa de tipo autobiográfico y diseño narrativo. Los participantes fueron 37 estudiantes universitarios del quinto ciclo de la escuela profesional de contabilidad de una universidad peruana. Los instrumentos utilizados fueron la escala de afecto positivo y negativo, en su versión peruana (SPANAS) para la fase cuantitativa y una guía de narración para la fase cualitativa. Los resultados cuantitativos demostraron que hubo un cambio significativo (p<0.05) en el estado emocional de los participantes y los resultados cualitativos confirmaron y expandieron dichos hallazgos, ofreciendo base empírica para la aplicación del aprendizaje experiencial a través del turismo educativo.
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    Depression, Anxiety, Emotional Eating, and Body Mass Index among Self-Reported Vegetarians and Non-Vegetarians: A Cross-Sectional Study in Peruvian Adults
    (2024-05-29)
    Jacksaint Saintila
    ;
    Sandra P. Carranza-Cubas
    ;
    Antonio Serpa‐Barrientos
    ;
    Renzo Felipe Carranza Esteban
    ;
    Denis Frank Cunza-Aranzábal  
    Background: Vegetarianism is commonly associated with various health benefits. However, the association between this dietary regimen and aspects of mental health remains ambiguous. This study compared the symptoms of depression and anxiety, emotional eating (EmE), and body mass index (BMI) in Peruvian vegetarian and non-vegetarian adults. Methods: A cross-sectional study was conducted on 768 Peruvian adults, of whom 284 (37%) were vegetarians and 484 (63%) were non-vegetarians. The Depression Patient Health Questionnaire-2 (PHQ-2), Generalized Anxiety Disorder Scale-2 (GAD-2), and an EmE questionnaire were applied; additionally, the BMI was calculated. Simple and multiple linear regression and Poisson regression models with robust variance were used to evaluate the association between depression, anxiety, EmE, and BMI with dietary patterns. Results: The vegetarians (Adjusted Prevalence Ratio [PR] = 0.24, 95% CI 0.16–0.31; p < 0.001) reported more depressive symptoms than the non-vegetarians. This trend persisted for anxiety, with an adjusted PR of 0.17 (95% CI: 0.01–0.29; p = 0.012). However, the vegetarians (adjusted PR = −0.38, 95% CI: −0.61–−0.14; p < 0.001) reported lower EmE scores compared to the non-vegetarians. Likewise, the vegetarians had a lower mean BMI than the non-vegetarians (B = −0.16, 95% CI: −0.21–−0.08; p < 0.001). Conclusions: Vegetarian diets are associated with increased symptoms of depression and anxiety, as well as lower EmE and BMI scores. Further longitudinal studies are needed to elucidate these associations and determine causality and the underlying mechanisms involved.
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