Huayta Meza, Madeleine Victoria

Preferred name

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madehume@upeu.edu.pe

ORCID

0000-0003-1775-897X

Scopus Author ID

57890134100

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Predictores de la satisfacción con los estudios en universitarios peruanos: estudio realizado durante la Pandemia COVID-19
(2022-09-01)
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Óscar Mamani-Benito
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Edison Effer Apaza Tarqui
Introducción. La Pandemia COVID-19 ha generado repercusiones en la educación superior. Por ello, se tuvo como objetivo determinar si el uso de medios académicos virtuales, repercusiones académicas y adaptabilidad predicen la satisfacción con los estudios en universitarios. Método. Estudio explicativo y transversal, donde participaron voluntariamente 725 universitarios de ambos sexos, de entre 16 a 44 años de edad, residentes en la costa, sierra y selva peruana, adscritos a ciencias empresariales, humanidades, salud, ingenierias y teologia. Los datos se recolectaron a través de una escala de satisfacción con los estudios, escala de uso de medios académicos virtuales, escala de repercusiones académicas y otra de adaptabilidad a la vida universitaria. Para el análisis estadístico se estimó un modelo de ecuaciones estructurales (SEM) aplicando el análisis factorial confirmatorio (AFC). Resultados. Según el AFC, las repercusiones academicas (β = .22; p < .01) y la adaptabilidad (β = .59; p < .01) tienen un efecto significativo sobre la satisfacción con los estudios; en cambio, el uso de medios academicos virtuales tiene un efecto positivo (β = 0.07; p>0.05) pero pequeño y no significativo. El modelo global ajustó con indicadores de bondad de ajuste aceptables (χ2= 908.45, con 241 gl, y un p valor < .001, CFI = .955; IFI= .955; NFI=.940; GFI= .906; TLI=.948; RMSEA=.062). Discusión y conclusiones. La satisfacción con los estudios en tiempos de educación virtual, está condicionada por la calidad del uso de medios académicos virtuales, percepción de posibles repercusiones académicas y el nivel de adaptación alcanzado para las clases virtuales.
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Adaptation and validation of the emotional self-efficacy scale in Peruvian University Students
(2025-12-09)
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María Celinda Cruz Ordinola
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Roberto Dante Olazabal Boggio
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Ronald Castillo-Blanco
BACKGROUND: Developing emotional self-efficacy is essential for university students to achieve psychological well-being and adequate academic performance. However, in Peru, there is a lack of valid and reliable tools to assess this construct. OBJECTIVE: To translate, adapt, and validate the Emotional Self-Efficacy Scale for Peruvian university students. METHODS: A cross-sectional instrumental study was conducted. The sample consisted of 947 university students of both sexes (56.6 % male), all over 18 years of age, from the three main regions of Peru (highlands, coast, and jungle). Participants were recruited from private (73.9 %) and public (26.1 %) universities, and represented faculties such as engineering (43 %), health sciences (18.8 %), business (14.5 %), social sciences (8.9 %), and humanities (5.9 %). The instrument under validation was the Emotional Self-Efficacy Scale (ESE), composed of seven items distributed in a single factor. To assess validity and reliability, several procedures were implemented: back-translation, content validity using Aiken's V coefficient, construct validity through factor analysis techniques, and internal consistency using the omega coefficient (ω). RESULTS: (9) = 54.5, p < .001, CFI = 0.995, RMSEA = 0.073, SRMR = 0.019). Factor loadings ranged from 0.74 to 0.81, and internal consistency was high (ω = 0.95). Gender invariance analysis confirmed configurational, threshold, and metric equivalence. CONCLUSIONS: The adapted EAE-Uni is a valid and reliable instrument for assessing emotional self-efficacy in Peruvian university students. Its application can contribute to developing strategies that promote psychological well-being and academic success while addressing the country's cultural and educational needs.
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Development and validation of the instant gratification scale in university academic tasks: evidence from exploratory and confirmatory factor analysis
(2026-04-21)
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Erika Calizaya-Gironda
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Naydee Mamani-Apaza
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Ronald Castillo-Blanco
Introduction We live in a society marked by the speed and immediacy of digital systems that cause an inclination towards instant gratification. This trend is having a direct impact on university contexts, affecting how students approach their academic tasks. Aim To design and validate an instant gratification scale in the context of university academic tasks (GI-12). Method An instrumental study was conducted with an intentionally non-probabilistic sample of 1,145 university students from both sexes across the three regions of Peru. The instrument was developed in 10 stages following the recommendation of experts in the field. The first version consisted of 27 items with response options in a five-point Likert format. The analysis aimed to assess content-based validity, internal structure-based validity, and reliability. Results All items proved to be clear, relevant, and representative (V &gt; .70). The analysis with AFE suggested an underlying structure of two factors: avoidance of prolonged effort (F1) and search for immediate gratification and distraction (F2), composed of 12 items (KMO = .91, Bartlett = p ≤ .001), with factor loadings greater than the cut-off .40 (.42 and.81). Subsequently, the AFC corroborated this structure (RMSEA = .041, SRMR = .045, CFI = .968). Regarding its reliability, it achieved an Omega coefficient of 0.88 for the first factor and 0.79 for the second factor. Conclusion The IG-12 presents its first psychometric evidence, which suggests that this tool is valid and reliable. In this way, it is the first measure with which the tendency to prefer immediate rewards over prolonged efforts required in the fulfillment of university academic tasks can be evaluated.
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Emotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendance
(2024-03-28)
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Renzo Felipe Carranza Esteban
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Ronald Castillo-Blanco
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Introduction The COVID-19 pandemic has significantly transformed various sectors, including higher education, exposing structural weaknesses and fostering the adoption of innovative teaching methods. This situation has created the need to understand how these changes have affected the academic satisfaction, academic engagement, and mental well-being of university students during the return to in-person education at universities. Methods In this explanatory study, 1,321 Peruvian university students (52.1% women) aged between 18 and 35 years old ( M = 20.16, SD = 3.04) participated. Participants were selected through a non-probabilistic convenience sampling method, recruited from the 3 regions of Peru (88.7% from the highlands, 76.2% from private universities), from faculties such as business sciences, humanities and education, engineering, and health sciences. Data were collected using the Emotional Exhaustion Scale (EES), the Brief Scale of Satisfaction with Studies (BSSS), and the Academic Engagement Scale (UWES S9). Results The model relating the study variables showed an adequate fit: χ 2 (4) = 31.5, p &lt; 0.001, CFI = 0.986, RMSEA = 0.072, SRMR = 0.017. The hypotheses were supported, showing the effect on satisfaction with studies both from emotional exhaustion, β = −0.11, p &lt; 0.001, and from academic engagement, β = 0.61, p &lt; 0.001. Additionally, a 43% variance was explained in satisfaction with studies. Conclusion This study evidence that, in the post-pandemic context, emotional exhaustion is a negative predictor of academic satisfaction, while academic engagement is positively associated with it. These findings suggest the need for educational strategies that mitigate emotional exhaustion and promote academic engagement to improve student satisfaction and well-being in the new educational normality.
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Impacto de estrategias de aprendizaje en el rendimiento matemático estudiantil del Colegio Adventista Huancayo, Perú
(2025-09-30)
El desempeño escolar no solo refleja el conocimiento adquirido, sino también la capacidad del alumno para responder a estímulos educativos y aplicar lo aprendido en diferentes contextos. Esta investigación tuvo como objetivo determinar la relación entre las estrategias de aprendizaje y el rendimiento académico en matemáticas en estudiantes de secundaria del Colegio Adventista de Huancayo, Perú. Se utilizó un diseño descriptivo, correlacional, no experimental y transversal con un enfoque cuantitativo, aplicado a una muestra de 112 estudiantes. El estudio evidencia un uso predominantemente bajo de estrategias de aprendizaje en matemáticas (>70% en adquisición, recuperación y apoyo), contrastando con un rendimiento mayoritariamente bueno (50.89%). Se confirman correlaciones positivas significativas (rho 0.215-0.277) entre todas las estrategias y el rendimiento. Se recomienda implementar programas de intervención pedagógica centrados en el desarrollo explícito de estrategias cognitivas y metacognitivas, priorizando las dimensiones más deficitarias, para potenciar el desempeño académico en la población estudiantil.

Huayta Meza, Madeleine Victoria

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