Abanto Ramirez, Carlos Daniel

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Abanto Ramirez, Carlos Daniel
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carlosabanto@upeu.edu.pe
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  • Publicacion
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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 critical thinking disposition scale in Peruvian adolescents
    (2025-03-11)
    Hilda Martínez-Huamán
    ;
    Josué Edison Turpo Chaparro  
    ;
    Carlos D. Abanto-Ramírez  
    Background The disposition to critical thinking equips students with the capacity for objective analysis, informed decision-making, and problem-solving. Furthermore, it enhances intellectual autonomy and adaptability within academic contexts. Objectives To assess the psychometric properties of the Critical Thinking Disposition Scale in Peruvian adolescents. Methodology The psychometric adaptation process was implemented to evaluate the relevance, clarity, and comprehension of the items through expert judgment and pilot testing. Utilizing a sample of 499 students aged 10–17 years (M = 15.8, SD = 1.30), a confirmatory factor analysis (CFA) was conducted. Results The scale demonstrated validity and reliability, yielding optimal fit and reliability indices that support its unidimensional structure. Conclusion The validation of the Critical Thinking Disposition Scale in the Peruvian context provides a valuable instrument for assessing and fostering the propensity of Peruvian students to employ critical thinking skills, with implications for professional practice and educational policy. Furthermore, the study is significant because it shows that all factor values were greater than 0.40, which represents that the items contribute significantly to the evaluation of adolescents’ disposition to critical thinking.
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    Factors influencing student retention university students: an analysis of institutional reputation, social responsibility and loyalty
    (2025-03-19)
    Roger Hiroshi Albornoz-Toyohama
    ;
    Ruth Mendigure-Hachircana
    ;
    Sady Haro-Casildo
    ;
    Carlos D. Abanto-Ramírez  
    Introduction This study investigates the impact of institutional reputation (IR), social responsibility (SR) and student loyalty (LY) on student retention (RT) in university students. Methods Using a quantitative, non-experimental, cross-sectional design, 409 students of private universities, both domestic and foreign, were surveyed. Results Analysis using Partial Least Square Structural Equation Modeling (PLS-SEM) revealed that SR positively influences LY ( β = 0.218, p < 0.001) and RT ( β = 0.123, p = 0.006). LY showed a strong impact on RT ( β = 0.765, p < 0.001), whereas IR significantly influenced LY ( β = 0.556, p < 0.001). Contrary to expectations, no direct relationship was found between institutional reputation and retention. In addition, it was shown that SR had a positive effect on IR ( β = 0.531, p < 0.001). Conclusion Based on the results obtained, it is concluded that SR positively predicts LY, RT and IR, Ly positively predicts RT and IR LY, with significant implications for university management and research at this educational level.
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    HIV & Hepatitis in the Americas 28–30 April 2016, Mexico City, Mexico
    (2016-04-28)
    Roy M. Gulick  
    ;
    Kenneth Mayer
    ;
    Omar Sued
    ;
    Néstor Sosa
    ;
    Ricardo Sobhie Diaz
    and creative negotiations. Eradication is possible. It is up to us to make it so.
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    Factors influencing student retention university students: an analysis of institutional reputation, social responsibility and loyalty
    (2026-04-28)
    Carlos D. Abanto-Ramírez  
    ;
    Roger Hiroshi Albornoz-Toyohama
    ;
    Ruth Mendigure-Hachircana
    ;
    Sady Haro-Casildo
    This dataset supports the article “Factors Influencing University Student Retention: An Analysis of Institutional Reputation, Social Responsibility, and Loyalty” and contains the empirical data used to examine determinants of student retention in higher education institutions. The data were collected through a quantitative research design using a structured questionnaire administered to university students. The dataset includes variables measuring institutional reputation, university social responsibility, student loyalty, and intention to remain enrolled, along with selected sociodemographic characteristics employed as control variables. Measurement items were adapted from previously validated scales in the academic literature to ensure reliability and construct validity. All responses were collected anonymously, and no personally identifiable information is included, in accordance with ethical research standards and data protection principles. The dataset has been cleaned and organized to facilitate replication, secondary analysis, and reuse. This resource is intended for researchers, educators, and policymakers interested in higher education management, student experience, retention strategies, educational marketing, and institutional social responsibility. It may be used for comparative studies across institutions or countries, methodological validation, or as a reference dataset for teaching quantitative analysis techniques. Users of this dataset are encouraged to cite the associated article when using the data for academic or professional purposes.
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    Academic engagement and academic self-efficacy as predictors of academic procrastination in Peruvian adolescents
    (2025-05-05)
    Tito Cutipa-Flores
    ;
    Lizvell Fabian-Osorio
    ;
    Marco Antonio Navarro-Cárdenas
    ;
    Carlos D. Abanto-Ramírez  
    Introduction Academic procrastination is a maladaptive learning behavior that can impair student performance. The research aims to determine whether academic engagement and self-efficacy predict academic procrastination in Peruvian adolescents. Method This is a cross-sectional predictive design, with a sample of 450 high school students of all grades, selected by convenience. The students were mostly female (60.9%), were in the first year of high school (28.9%) and were from private institutions (85.1%). The averages, variability and distribution of the data obtained were calculated. A correlation analysis was performed between the variables, as well as a multiple correlation analysis and, finally, a multiple linear regression analysis. Results The results showed that self-efficacy was inversely related to academic procrastination ( r = −0.250; p < 0.001) and this, in turn, to commitment ( r = −0.263; p < 0.005). Self-efficacy was directly related to engagement ( r = 0.112; p < 0.005). Self-efficacy ( β = −0.223; p < 0.001) and engagement ( β = −0.238; p < 0.001) inversely influenced procrastination, explaining 11.8% of its variability ( R = 0.344, R 2 = 0.118, F = 30.0, p < 0.001). Discussion The results showed the importance of academic engagement and self-efficacy in mitigating the propensity for academic procrastination among Peruvian adolescents. Consequently, educational institutions and schools should prioritize the implementation of teaching methodologies and interventions that improve students’ motivation and engagement, as well as foster confidence in their abilities to achieve academic success, in order to counteract the detrimental effects of procrastination on their academic development.
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    Factors influencing student retention university students: an analysis of institutional reputation, social responsibility and loyalty
    (2026-04-28)
    Carlos D. Abanto-Ramírez  
    ;
    Roger Hiroshi Albornoz-Toyohama
    ;
    Ruth Mendigure-Hachircana
    ;
    Sady Haro-Casildo
    This dataset supports the article “Factors Influencing University Student Retention: An Analysis of Institutional Reputation, Social Responsibility, and Loyalty” and contains the empirical data used to examine determinants of student retention in higher education institutions. The data were collected through a quantitative research design using a structured questionnaire administered to university students. The dataset includes variables measuring institutional reputation, university social responsibility, student loyalty, and intention to remain enrolled, along with selected sociodemographic characteristics employed as control variables. Measurement items were adapted from previously validated scales in the academic literature to ensure reliability and construct validity. All responses were collected anonymously, and no personally identifiable information is included, in accordance with ethical research standards and data protection principles. The dataset has been cleaned and organized to facilitate replication, secondary analysis, and reuse. This resource is intended for researchers, educators, and policymakers interested in higher education management, student experience, retention strategies, educational marketing, and institutional social responsibility. It may be used for comparative studies across institutions or countries, methodological validation, or as a reference dataset for teaching quantitative analysis techniques. Users of this dataset are encouraged to cite the associated article when using the data for academic or professional purposes.
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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 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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