3. Investigación

URI permanente para esta comunidadhttps://hdl.handle.net/20.500.12640/4065

Esta colección reúne las contribuciones de acceso abierto realizadas por los docentes e investigadores de la Universidad ESAN, publicadas en fuentes académicas externas. Los trabajos aquí incluidos abarcan una amplia gama de temas de relevancia académica y profesional, y están orientados a fortalecer el conocimiento y el impacto de la investigación en diversas disciplinas. Estos estudios están disponibles para el público en general, promoviendo la difusión y el intercambio de conocimientos en beneficio de la comunidad académica y de la sociedad.

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Filtros

2016 - 201912020 - 20221

Ajustes

Autor: search.filters.author.Oliver, AmparoTema: search.filters.subject.Estrategias de aprendizaje

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Mostrando 1 - 2 de 2
  • Miniatura
    ÍtemAcceso Abierto
    Learning strategies and entrepreneurial attitudes: a predictive model of entrepreneurship intention in Peruvian undergraduate students
    (Universidad del Rosario, 2022-03-16) Bustos Alvarez, Varinia; Martínez-Gregorio, Sara; Galiana, Laura; Oliver, Amparo; Olivos, Mariella
    This study aims to empirically test how learning strategies would fit into an undergraduate entrepreneur’s profile. The design is cross-sectional with a sample of 527 Peruvian undergraduate students. A structural equation model was specified, estimated, and tested in Mplus 8.4. The model hypothesized direct effects of the different learning strategies on a factor of entrepreneurial attitudes (considering proactivity, professional ethics, empathy, innovation, autonomy, and risk-taking dimensions) which, in turn, explained two indicators of entrepreneurship intention as outcomes. The tested structural model adequately fits the data. It provided helpful information on learning strategies and entrepreneurial attitudes accounting for up to 20% of variance of entrepreneurship intention. The learning strategies most related to entrepreneurial attitudes are those related to creativity, transference, and assessment of one's own performance. This paper provides for the first time evidence about the predictive power of several learning strategies on the entrepreneurial attitudes in connection with entrepreneurship intention (willingness and likelihood). This work increases our understanding of entrepreneurs’ learning strategies, so that we can improve the design and implementation of educational resources to promote entrepreneurs’ careers in emerging markets.
  • Miniatura
    ÍtemAcceso Abierto
    Propiedades psicométricas del CEVEAPEU: validación en población peruana
    (Universidad Nacional de Educación a Distancia, Facultad de Educación, 2016-10-31) Bustos, Varinia; Oliver, Amparo; Galiana, Laura; Sancho, Patricia
    Researchers’ interest in the learning process at university context, and in its evaluation, has increased in recent years. Great deals of papers have studied this process and the role that learning strategies play in it and how to measure them in an objective and reliable way. Following this trend, the aim of this study is to validate the Cuestionario de Evaluación de las Estrategias de Aprendizaje de los Estudiantes Universitarios (CEVEAPEU) in a sample of 238 Peruvian university students. Results examined factorial validity, reliability and validity evidence of the questionnaire. In order to test factorial validity of the affective, support and control strategies and information process strategies scales, two confirmatory factor analyses were estimated. Structures of 15 and 10 factors, originally proposed by the authors, were tested. Cronbach’s alpha was 0.879 for the first scale and 0.886 for the second one. As regards criteria validity, academic achievement was positively correlated with strategies of self-efficacy and expectations, context control, control/self-regulation, conception of intelligence as something changeable, information organization, personalization and creativity, information elaboration, storage, memorization, use of mnemonics, information selection, transfer, use of information, storage, simple repetition and management of resources to effectively use information. Current validation offers satisfactory results (equivalent to those of the Spanish context) of internal consistency, factorial and criteria validity in a sample of Peruvian university students, extending the existing literature in two ways: providing a first validation of the CEVEAPEU using confirmatory factorial analysis; and exploring the use of the questionnaire in a transcultural approach in Peru.