Saez Zevallos, Nataly Susan
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Saez Zevallos, Nataly Susan
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Saez Zevallos, Nataly Susan
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Saez-Zevallos, Nataly Susan
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Universidad Peruana Unión
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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): 4metric-badges.view 5 - Algunas métricas están bloqueadas por suconfiguración de consentimiento
Item type:Publicación, Moderating effect of gender on the relationship between social media use and entrepreneurial intention among university students in Peru(2026-05-25); Introduction The present study aimed to analyze the effect of social media use on entrepreneurial intention among university students in Peru, considering gender as a moderating variable. Method A quantitative approach was employed, using a non-experimental, cross-sectional, and explanatory design. Data were analyzed through a structural equation model based on partial least squares and multigroup analysis (PLS-MGA). The sample consisted of 763 university students, comprising 54.78% females and 45.22% males. Results The results showed a satisfactory model fit and revealed that the dimension “obsession with being informed” had a positive and significant effect on the components of entrepreneurial intention: personal ( β = 0.214), frequency ( β = 0.210), and social ( β = 0.306). In contrast, problematic social media use exhibited negative effects, particularly on the personal factor ( β = –0.303). The multigroup analysis confirmed the moderation hypothesis, showing that in men, the “need” dimension exerted a stronger effect on entrepreneurial resources ( β = 0.287), whereas in women, “obsession” had a greater impact on the social component ( β = 0.308). Conclusion Gender significantly moderates the relationship between social media use and entrepreneurial intention, underscoring the need to promote inclusive pedagogical strategies that enhance digital and entrepreneurial competencies, with a focus on gender equity.Citas (OpenAlex): 0metric-badges.view 6 - 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 7 - Algunas métricas están bloqueadas por suconfiguración de consentimiento
Item type:Publicación, Design of a Scale of Attitudes Towards Gamification in the University Classroom: A Pilot StudyThe objective of this study was to design and validate the Scale of Attitudes towards Gamification in the University Classroom to measure the perception of educators regarding the utilization of gamification strategies in higher education. An initial scale comprising 61 items was developed based on a comprehensive literature review, and content validity analysis was conducted through the evaluation of 8 experts. Subsequently, a pilot test was administered to 34 university professors. Content validity analysis revealed that the majority of items exhibited Aiken V-values within the 95% confidence interval, with the exception of 5 items that necessitated removal. The whole scale demonstrated high reliability values (α = 0.980, ω = 0.982).Citas (OpenAlex): 0metric-badges.view 8 - Algunas métricas están bloqueadas por suconfiguración de consentimiento
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