Abanto Ramirez, Carlos Daniel

Nombre preferido

Afiliación principal

Facultad de Ciencias Humanas y Educación

Correo electrónico

carlosabanto@upeu.edu.pe

ORCID

0000-0002-6471-696X

ID de autor de Scopus

58979494900

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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 &lt; 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 &lt; 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 &gt; 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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Scale of Teachers' Coping Strategies Towards the Evaluation of Performance
(2024-01-01)
Jocabeth Nohemi Chambilla-Apaza
;
Ailyn Yicela Merchan-Fuentes
;
Denis Frank Cunza-Aranzábal
;
Carlos D. Abanto-Ramírez
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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 &lt; 0.001). Academic self-efficacy negatively impacted academic procrastination ( β = −0.522, t = −7.04, p &lt; 0.001). Internet addiction positively affected academic procrastination ( β = 0.642, t = 5.72, p &lt; 0.001). The total effect of internet addiction on academic procrastination and academic self-efficacy was significant ( β = 0.841, t = 7.17, p &lt; 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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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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A hybrid AI approach for predicting academic performance in RBE students
(2025-10-21)
Willy Gonzales
;
Zindel Cordero
;
Carlos D. Abanto-Ramírez
;
Edgar Tito Susanibar Ramírez
;
Hasnain Iftikhar
Machine learning has advanced significantly in recent years and is being used in higher education to perform various types of data analysis. While the literature demonstrates the application of machine learning algorithms to predict performance in university education, no such applications are found in EBR, let alone in private institutions of a denominational nature, which presents an opportunity to study prediction in these institutions. To address this gap, this research aims to propose a predictive approach as a decision-support tool for regular basic education, using machine learning techniques. Among the techniques utilized, three machine learning models (Logistic Regression, Support Vector Machine, and Random Forest), along with deep learning models (AlexNet, Gated Recurrent Unit, and Bidirectional Gated Recurrent Unit), were analyzed, as well as ensemble models. Nonetheless, the Ensemble model, which combines deep learning and machine learning techniques, is preferred due to its superior accuracy, precision, and sensitivity performance metrics.
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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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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
(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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Development and Psychometric Properties of a Scale of Teachers’ Coping Strategies Towards the Evaluation of Performance in Public Schools
(2024-12-02)
Jocabeth Nohemi Chambilla-Apaza
;
Ailyn Yicela Merchan-Fuentes
;
Denis Frank Cunza-Aranzábal
;
Carlos D. Abanto-Ramírez
Teaching evaluation performance is an important policy adopted by the governing body of education in Peru to promote the growth of educational quality, professional development, and continuous training of teachers, as well as to ensure educational quality standards, especially in Peruvian elementary education. Therefore, this research aims to develop and evaluate the psychometric properties of a scale that measures the coping strategies adopted by elementary education teachers when evaluating their performance. A study was conducted with 317 teachers between 20 and 70 years old (M = 43.6, SD = 11.8) in public education, from preschool (10.4%) to secondary (24.9%) educational levels, including special and alternative education, and with employment status of contracted (46.1%) and appointed (53.9%). An exploratory factor analysis was performed, from which four factors emerged. These factors were then corroborated by confirmatory factor analysis (χ2 = 162, df = 13, CFI = 0.968, TLI = 0.961, RMSEA = 0.061, and SRMR = 0.056) and were named as follows: maladaptive coping, adaptive individual coping, religious coping, and instrumental support coping. Internal reliability was high for the full scale and dimensions (α and ω > 0.8), indicating that it was free of random error, yielding the same results across multiple applications for the same sample. It is concluded that the scale of teachers’ coping strategies towards the evaluation of performance (STCEP) is a valid and reliable instrument to measure coping strategies adopted by elementary education teachers in response to performance evaluation.
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