Examinando por Materia "University students"

Mostrando 1 - 20 de 70

Acceso abierto
Actitudes y motivación hacia la investigación en estudiantes de una universidad de Lima, 2025
(Universidad Privada Norbert Wiener, 2025-09-04) Coz Calumani, Jesus Alexander; Lozano Lozano, Marilé
The present manuscript aimed to determine the relationship between attitudes and motivation towards research in students of a university in Lima, 2025; it was framed within hypothetical deductive method, quantitative approach, basic type, non experimental design and descriptive correlational level. The sample consisted of 92 students from the 3rd and 4th year of medical technology from a university in Lima, as instruments the scale on attitudes towards research by Hidalgo et al. (2023) of 28 items and 3 dimensions, and the research motivation scale by Carranza et al. (2022) of 13 items and 2 dimensions were used. The result was a p <0.05, which indicated that there is a significant relationship between attitudes and motivation towards research, in addition, the rho = 0.497 was also identified, concluding that the link between variables is positive with moderate intensity, so that, by presenting better attitudes it favors motivation towards research.
Acceso abierto
Aplicación de talleres simulados de las claves obstétricas y su influencia en el desempeño académico en estudiantes internos de universidades de Huancayo – 2024
(Universidad Privada Norbert Wiener, 2024-09-16) Peña Paucar, Verónika Paola; Ramos Vera, Rosario Pilar
The present research sought to demonstrate that the application of simulated workshops of obstetric keys influences the academic performance of internal students of a university in Huancayo-2024, thus reinforcing their knowledge, procedures and attitudes, as well as the students' confidence in the care of pregnant women. The method used was hypothetical deductive, with a quantitative approach, applied type, longitudinal experimental design and explanatory scope. 93 students participated in this study, of which 37 were obstetrics interns and 56 students from the 8th and 9th cycle of the specialty, of obstetrics from the different universities of Huancayo; designated to carry out their pre-professional practices in a Maternity Hospital in Huancayo, the questionnaire was used as an instrument, applied to the research participants. The main results were that the simulated workshops significantly influence the academic performance of obstetrics students: these results were scaled as low, medium and high, obtaining 94.6% low level before the implementation of the workshops and 0 after the workshops. %; an average level before the workshops of 5.38% and after the workshops of 9.68%; and a high level before the workshop of 0% and after the workshops at 90.32%. Likewise, it was proven that the dimensions of the dependent variable academic performance: conceptual learning, procedural learning and attitudinal learning are influenced by the independent variable.
Acceso abierto
Aprendizaje autogestivo y competencias digitales en estudiantes de obstetricia de una Universidad privada de Lima Metropolitana 2024
(Universidad Privada Norbert Wiener, 2024-06-28) Córdova Cueva, Luz Linda; Ramos Vera, Rosario Pilar
The aim of this study was to "Determine the relationship between self-managed learning and digital competences in midwifery students at a private university in Metropolitan Lima 2023". The methodology used was hypothetico-deductive, quantitative approach, applied type, non-experimental design, cross-sectional and descriptive correlational scope. A sample of 80 midwifery students was used, with two valid and reliable questionnaires to measure self-managed learning and digital competences, respectively. It was found that 100 % of the students had high self-managed learning, and with regard to digital competencies, 91.3 % had intermediate competence, while 8.8 % had advanced competence. Regarding the relationship between the two variables, Spearman's Rho test gave a coefficient of .447, while the significance level was 0.000, less than < 0.05. Therefore, it was concluded that there is a positive, medium and statistically significant correlation between self-managed learning and digital competencies in midwifery students.
Acceso abierto
Aprendizaje autorregulado y estrés académico en estudiantes internos de ciencias de la salud en un hospital público de Tarma, 2024
(Universidad Privada Norbert Wiener, 2024-11-07) Acosta López, Yeny Luz; Vásquez Tomás, Melba Rita
This research aims to determine the relationship between self-regulated learning and academic stress in internal health sciences students at a public hospital in Tarma during 2024. The study follows a quantitative approach and the hypothetical-deductive method, employing a non-experimental correlational design. The sample consists of 80 internal students from various health disciplines, selected through intentional sampling. Data collection is carried out using structured and validated questionnaires, assessed by expert judges based on Pertinence, Relevance, and Clarity criteria. The reliability of the instruments is determined using Cronbach’s alpha coefficient, confirming internal consistency. Statistical analysis reveals a significant inverse correlation between self-regulated learning and academic stress. The results indicate that higher levels of self-regulated learning are associated with lower academic stress among students. The Spearman correlation test yields a coefficient of rs = -0.800, exceeding the critical value (-0.22), with statistical significance (p = 0.000 < α = 0.05). This leads to the rejection of the null hypothesis and acceptance of the alternative hypothesis, confirming the negative relationship between the studied variables.
Acceso abierto
Aprendizaje autorregulado y las metas académicas en estudiantes universitarios de ingeniería en una universidad pública, Huancayo 2025
(Universidad Privada Norbert Wiener, 2026-04-25) Carrión Sánchez, Elizabeth Ivonne; Cubas Vilchez, Giovanna Yulissa; Lozada Urbano, Michelle Fatima
En los actuales entornos de la educación superior en el mundo, el aprendizaje autorregulado se ha constituido en una de las herramientas pedagógicas muy relevantes para la generación de la autonomía, el pensamiento crítico y el éxito de los estudiantes. El objetivo de esta investigación fue determinar cuál es la relación entre el aprendizaje autorregulado y las metas académicas en los estudiantes universitarios de ingeniería en una universidad pública, Huancayo 2025. El método utilizado fue el hipotético deductivo, con enfoque cuantitativo, tipo aplicada, de diseño no experimental, nivel correlacional y corte transversal. Se intervino a una muestra poblacional por conveniencia de 121 estudiantes a quienes se les aplicó dos instrumentos. Para la variable 1: cuatro dimensiones y para la variable 2: 3 dimensiones. Se usó de la prueba Rho de Spearman para el análisis inferencial, obteniéndose como resultado un coeficiente de correlación p = 0.460, lo cual indica una correlación moderada entre las dos variables y que presenta una dirección positiva que señala que niveles más altos de aprendizaje autorregulado están asociados a niveles más altos de metas académicas. El valor de la significancia fue ρ = 0.000, lo cual significa que tienen una correlación estadísticamente significativa. En conclusión, el aprendizaje autorregulado tiene una relación significativa en las metas académicas en los estudiantes universitarios de ingeniería en una universidad pública, Huancayo 2025.
Acceso abierto
Asertividad e inteligencia emocional en estudiantes de una universidad privada de Lima, 2025
(Universidad Privada Norbert Wiener, 2026-01-26) García Medina, Rosario del Pilar; Neyra López, Carolina Amelia
Objective: To determine the association between assertiveness and emotional intelligence in students of a private university in Lima, 2025. Method: A quantitative, cross sectional, and correlational study was conducted with 160 students. Assertiveness was measured using the Gambrill and Richey Assertiveness Inventory (IAG-R), where higher scores indicate lower assertiveness, and emotional intelligence was assessed with the TMMS-24 scale, where higher scores reflect greater emotional intelligence. Spearman’s correlation was applied. Results: The median age was 20 years (range: 18–36), with 45.0% male and 55.0% female, mostly from the Coast region (76.9%). A significant negative correlation was found between assertiveness and emotional intelligence (Rho = -0.348; p < 0.001), indicating that greater assertiveness (lower IAG-R scores) is associated with higher emotional intelligence. All assertiveness dimensions also showed significant correlations (Rho = -0.206 to -0.343; p < 0.01). Conclusion: In this population, higher assertiveness is related to greater emotional intelligence, highlighting the importance of promoting assertive and emotional skills within the university context.
Acceso abierto
Asunción de la concreción del proyecto de tesis de posgrado y la asesoría integral en egresados de una universidad nacional de Lima, 2020
(Universidad Privada Norbert Wiener, 2021-10-02) Chávez Fernández de Amaranto, Ana María Virginia; Yangali Vicente, Judith Soledad
The objective of the study was to analyze the perceptions of non-graduate graduates of a national university in Lima, 2020, on the completion of the thesis project and the comprehensive advice to achieve it. Regarding the methodology, the qualitative approach and phenomenological design were adopted, in a group of graduate graduates volunteers who had not elaborated the thesis project, configuring a self-selected sample case in whom the research was undertaken through an in-depth interview in a process of integral counseling, documenting the records observed in the educational meetings by audiovisual means with tools of the virtual scenario. As for the results, the testimonies of the participants, added to the field notes described the category 'concretion of the thesis project' expressing the limitations and barriers perceived by the subjects of study in the construction of the thesis project, they also recognized the importance of academic accompaniment, thematic orientation and methodological guidance in the provision of 'integral advising', second category. The conclusion of the study points out the insecurity and lack of knowledge perceived by the participants regarding the meaning and implication of the contents in the construction of the postgraduate research protocol, admitting that they should reinforce their commitment in the research practice, as well as the benefit of the interaction in the advising process, which highlights the permanent reflection that connotes the tutor's responsibility in the academic, thematic and methodological domains, for the achievement of the accomplishment.
Acceso abierto
Autoconcepto en las metas académicas de estudiantes internos de enfermería del Hospital San Juan de Lurigancho, 2025
(Universidad Privada Norbert Wiener, 2025-07-21) Llojlla Singuña, Yaneth; Baldeón De La Cruz, Maruja Dionisia
The research aimed to determine the influence of self-concept on academic goals in nursing intern students; for this purpose, the quantitative approach, non-experimental design and causal correlational level were followed, the sample consisted of 100 nursing interns from the San Juan de Lurigancho Hospital, as an instrument the self-concept questionnaire by García and Musito (2014) was used, composed of 5 dimensions and the academic goals questionnaire by Durán-Aponte and Arias-Gómez (2015) with 3 dimensions. As a result, x2=11926, p<0.000 was obtained and it explained 11% of the (R2=0.111), so the prediction and OR values indicated that with a low level of self-concept there is a 9.947 times greater probability of having low academic goals, while with a high self-concept level there is a 34% probability of presenting high academic goals.
Acceso abierto
Autoconcepto y estrategias de aprendizaje en estudiantes de Enfermería de una universidad privada de Lima 2025
(Universidad Privada Norbert Wiener, 2026-03-20) Palomino Onton, Cristian; Rosario Pacahuala, Emilio Augusto
Introducción: El autoconcepto y las estrategias de aprendizaje constituyen factores clave en el rendimiento académico y en el desarrollo de competencias profesionales en estudiantes universitarios. La comprensión de cómo ambos constructos interactúan resulta fundamental para fortalecer procesos formativos y promover el éxito académico en los futuros profesionales de enfermería. Objetivo: Determinar la relación entre el autoconcepto y las estrategias de aprendizaje en estudiantes de enfermería de una universidad privada de Lima, 2025. Materiales y métodos: El enfoque fue cuantitativo, con diseño no experimental, transversal y correlacional. La población estuvo conformada por 610 estudiantes de los ciclos VIII, IX y X, y la muestra probabilística fue de 236 participantes. Se utilizó el cuestionario de Autoconcepto AF5 y la escala de Estrategias de Aprendizaje. Resultados: El autoconcepto presentó niveles medios (62.3 %), altos (22.0 %). Las estrategias de aprendizaje fueron nivel medio (68.6 %). La correlación general entre autoconcepto y estrategias de aprendizaje fue positiva moderada y significativa (ρ = 0.604; p < 0.001). Por dimensiones, se halló correlación significativa entre estrategias de aprendizaje y autoconcepto académico (ρ = 0.604; p < 0.001) y autoconcepto social (ρ = 0.418; p < 0.001), mientras que no se encontró relación significativa con el autoconcepto emocional (ρ = 0.027; p = 0.683). Conclusión: Existe una relación positiva y significativa entre el autoconcepto y las estrategias de aprendizaje en estudiantes de enfermería de una universidad privada de Lima, 2025.
Acceso abierto
Autoeficacia académica y aprendizaje colaborativo en estudiantes de tecnología médica de una universidad nacional de Lima, 2025
(Universidad Privada Norbert Wiener, 2025-08-20) Salas Coquil, Heidy Katherine; Baldeón De La Cruz, Maruja Dionisia
This research aimed to determine the relationship between academic self-efficacy and collaborative learning in medical technology students at a national university in Lima, Peru. A quantitative approach was used, with a non-experimental, cross-sectional, and correlational design. The sample consisted of 105 students, who were administered the Academic Self Efficacy Scale (ESAA) and the Collaborative Learning Questionnaire (CLAS), both with adequate levels of reliability (Cronbach's alpha of .914 and .970, respectively). The results showed that the predominant level of academic self-efficacy was high (55.2%), and regarding collaborative learning, the very high level was the most representative (52.4%). Spearman's Rho correlation test showed a significant and positive relationship between both variables (ρ = .224; p = .021). Likewise, a significant relationship was found between academic self-efficacy and six of the seven dimensions of collaborative learning, highlighting positive interdependence (ρ = .272; p = .005) and social skills (ρ = .263; p = .007). It is concluded that students who perceive greater self-efficacy in their academic performance tend to engage more willingly and effectively in collaborative learning processes. The findings support the need to strengthen both variables through pedagogical strategies that promote both self-confidence and cooperative work in the university environment.
Acceso abierto
Autorregulación emocional y metas académicas en estudiantes de terapia física y rehabilitación en una universidad privada de Lima, 2025
(Universidad Privada Norbert Wiener, 2025-09-12) Asto Alvarez, Sofia Isabel; Neyra Olaechea, Claudia del Pilar; Baldeón De La Cruz, Maruja Dionisia
El presente estudio planteó como objetivo “establecer la relación que existe entre la autorregulación emocional y metas académicas en estudiantes de terapia física y rehabilitación en una universidad privada de Lima, 2025”. El estudio siguió el enfoque cuantitativo, diseño no experimental y correlacional; la muestra estuvo conformada por 115 estudiantes de VI ciclo de terapia física y rehabilitación; se aplicaron dos instrumentos de evaluación los cuales fueron validados y confiables, para medir ambas variables de investigación, autorregulación emocional y metas académicas. Los resultados evidenciaron que existe una relación positiva, significativa y de intensidad considerable entre autorregulación emocional y metas académicas (r= 0.614; p = 0.001). Asimismo, se encontró una relación positiva y fuerte entre autorregulación emocional y metas de aprendizaje (r = 0.682; p < 0.05), y metas de logro (r = 0.582; p = 0.001), en metas de refuerzo social, relación significativa moderada (r = 0.328; p = 0.000). Por tanto, se concluye que la autorregulación emocional se relaciona en las metas académicas de los estudiantes de terapia física y rehabilitación del VI ciclo.
Acceso abierto
Calidad de sueño y desempeño académico en estudiantes de Maestría en Docencia Universitaria de una universidad privada de Lima, 2020
(Universidad Privada Norbert Wiener, 2021-10-30) Huerta Abanto, Catherine Victoria; Vásquez Tomás, Melba Rita
The quality of sleep is a crucial factor in people's physical and mental well-being, since its lack of renewal would affect cognitive abilities, triggering an effect at the level of their academic, work and family performance. The objective of this research was: To determine the relationship between sleep quality and academic performance in master's students in university teaching at a Private University of Lima, 2020. It is a study with a quantitative approach, applied type, descriptive-correlational level, cross section, non-experimental design and hypothetical-deductive method; with a census population of 100 students of both sexes, whose ages ranged from 25-65 years. The Pittsburgh Sleep Quality Index (PSQI), which has a validity of 89% and a reliability of 0.733, and the academic performance questionnaire, a validity of 88% and reliability 0.897, were applied, so both were reliable. For your application, Microsoft Office Excel 2013 and the statistical program SPSS version 25 were used for data collection for processing and analysis; the results show that there is a significant relationship between quality of sleep and academic performance; Most of the dimensions presented significance (p <0.05) and a degree of correlation between weak and moderate, however the dimensions, habitual efficacy of sleep and use of hypnotic medication, did not show a relationship. It is concluded that sleep quality is related to academic performance in students with r = 0.564 and p <0.002.
Acceso abierto
Calidad de sueño y procrastinación académica en estudiantes de Farmacia y Bioquímica de una universidad privada de Lima 2025
(Universidad Privada Norbert Wiener, 2026-03-31) Terrones Quispe, Agripina Elizabett; Rosario Pacahuala, Emilio Augusto
Introducción: La calidad de sueño constituye un componente esencial para el desempeño académico, la regulación emocional y el funcionamiento cognitivo de los estudiantes universitarios. Sin embargo, en los últimos años se ha evidenciado un incremento en conductas de postergación académica, especialmente en contextos de alta demanda académica como las carreras de ciencias de la salud. Objetivo: Determinar la relación entre la calidad de sueño y la procrastinación académica en estudiantes de Farmacia y Bioquímica de una Universidad privada de Lima, 2025. Materiales y métodos: el enfoque fue cuantitativo, diseño no experimental, transversal y correlacional. La población estuvo conformada por 109 estudiantes de la escuela de farmacia y bioquímica. Los instrumentos fueron la escala de Procrastinación académica y el cuestionario de calidad del sueño, ambos válidos y confiables para ser aplicados en el estudio. Resultados: La calidad de sueño mostró niveles mayoritariamente regulares y deficientes (76.15 % en conjunto), mientras que la procrastinación académica alcanzó niveles moderados y altos en el 83.48 % de los estudiantes. Las correlaciones evidenciaron una relación positiva muy fuerte entre la calidad de sueño global y la procrastinación académica (ρ = 0.891; p < 001). Además, se encontraron asociaciones significativas entre las dimensiones duración del sueño (ρ = 0.207), alteraciones del sueño (ρ = 0.643) y disfunción diurna (ρ = 0.665) con la procrastinación. Conclusión: existe asociación significativa entre la calidad de sueño y la procrastinación académica en estudiantes de Farmacia y Bioquímica de una Universidad Privada de Lima, 2025.
Acceso abierto
Características de responsabilidad social universitaria y actitudes hacia la investigación en estudiantes de enfermería de una universidad privada de Ica, 2024
(Universidad Privada Norbert Wiener, 2025-09-12) Condori Atauje, Cinthia Estefany; Herrera Álvarez, Ángela María
El presente estudio tuvo como objetivo determinar la relación entre las características de la responsabilidad social universitaria (RSU) y las actitudes hacia la investigación en estudiantes de enfermería de una universidad privada en Ica durante el año 2024. El diseño fue descriptivo, transversal, correlacional y no experimental. La muestra incluyó a 90 estudiantes, a quienes se les aplicó un cuestionario, y los datos se analizaron con el software SPSS. Los resultados mostraron que el 57.8% de los estudiantes presentaron un nivel regular de RSU. En las dimensiones, el 64.4% tuvo un nivel regular en “conciencia”, el 52.2% en “compromiso”, el 61.1% en “ciudadanía” y el 51.1% en “cambio”. En cuanto a las actitudes hacia la investigación, el 83.3% evidenció buenas actitudes. Al analizar las dimensiones, el 85.6% mostró buenas actitudes en “intereses”, el 81.1% en “vocación” y el 58.9% en “valoración”. El análisis estadístico reveló una relación significativa entre RSU y actitudes hacia la investigación (chi²=43.207; p=0.000). Asimismo, se obtuvo una correlación positiva y significativa con un coeficiente de Spearman Rho=0.652 (p=0.000), lo que indica una relación directa y de buen grado. En conclusión, se afirma que existe una correlación positiva entre el nivel de responsabilidad social universitaria y las actitudes hacia la investigación en los estudiantes de enfermería, destacando la importancia de fortalecer la RSU como factor que influye favorablemente en el interés y compromiso investigativo del estudiantado.
Acceso abierto
Clima organizacional y satisfacción laboral según los docentes de una universidad privada, Lima 2017
(Universidad Privada Norbert Wiener, 2018-12-13) Picoaga Linares, José Antonio; Sindeev, Andrey
The research entitled Organizational climate and job satisfaction according to the teachers of a private university, Lima 2017, the same one that was done to observe that the organizational climate was not as expected, in addition to many collaborators were dissatisfied with the institution. In this sense, the research was approached from the quantitative approach, the design was descriptive correlational, the applied method was hypothetical deductive, the population was made up of 132 teachers, while applying the simple random sampling technique, then determining the value of k , to determine the sample for each subgroup, it was calculated that it would be constituted by 80 teachers distributed proportionally in three groups, the technique used was the survey with the respective instrument of the questionnaire for each variable, consequently the variables were described according to the levels established, then the hypothesis was contrasted with the Spearman Correlation test because the variables were categorical. Finally, it was demonstrated that the organizational climate is statistically significant related to job satisfaction according to the teachers of a private university, Lima 2017 (Rho = .503, p = .000), in the same way the dimensions of the organizational climate were related to the work satisfaction.
Acceso abierto
Comparación de notas entre el rendimiento académico y el examen de fin de carrera en alumnos de X ciclo de la escuela de odontología de la Universidad Privada Norbert Wiener Lima, 2021
(Universidad Privada Norbert Wiener, 2022-08-22) Ramos Blas, Carmen Rosa; Girano Castaños, Jorge Alberto
Introducción: La educación en los estudiantes universitarios es importante para alcanzar el éxito y esto depende del rendimiento académico el cual consiste en evaluar los conocimientos obtenidos durante el ciclo académico donde se incluyeron todas las áreas o cursos del último año de carrera. Por esta razón el objetivo es determinar la comparación de notas entre rendimiento académico y el examen de fin de carrera en alumnos de X ciclo de la Escuela de odontología de la Universidad Privada Norbert Wiener, Lima 2021. Material y métodos: Esta investigación presenta un método deductivo-hipotético y con un foque cuantitativo, debido a que se analizó los datos obtenidos durante la investigación y se empleó una ficha de recolección de datos donde se colocó los promedios ponderados y la nota del examen de fin de carrera.
Acceso abierto
Competencia digital y desempeño laboral de los docentes de un programa académico en una universidad de Lima, 2023
(Universidad Privada Norbert Wiener, 2024-04-19) Camarena Chamaya, Luis Miguel; Basurto Santillan, Ivan Javier
Objective: Determine the relationship between digital competence and job performance in teachers of an academic program at a university in Lima, 2023. Methodology: The study was hypothetical deductive, quantitative, basic and correlational. The sample was 102 teachers. To measure the digital skills variable, a questionnaire with 21 items was used and to measure the job performance variable, a questionnaire with 25 items was used; In both cases, the validation and reliability processes were carried out, obtaining a Cronbach's Alpha coefficient of 0.877 for instrument 1 and 0.816 for instrument 2. Results: a rho = 0.822 was found, which indicates a high and positive relationship; thus also a significance value (sig. = 0.003) lower than the value corresponding to the theoretical significance (α = 0.05). Conclusion: there is a high and significant relationship between the variables of digital skills and job performance.
Acceso abierto
Competencias digitales e inteligencia emocional en estudiantes de enfermería de una universidad privada de Lima Metropolitana, 2022
(Universidad Privada Norbert Wiener, 2026-02-16) Valderrama Loayza, Hermitaño; Ramos Vera, Rosario Pilar
Las competencias digitales e inteligencia emocional en estudiantes de enfermería se consolidan como un conjunto de habilidades para manejar la tecnología digital en el contexto clínico, como la telemedicina, las capacidades socioemocionales para regular las emociones y adaptarse al entorno virtual demandante en la actualidad. El objetivo fue establecer la influencia de competencias digitales en la inteligencia emocional de los estudiantes de enfermería de una universidad privada de Lima Metropolitana. Para dicho fin se siguió un enfoque cuantitativo, de tipo aplicada, diseño no experimental, transversal, nivel correlacional causal. La población estuvo conformada por 1524 estudiantes de una universidad privada; la muestra fue de 101 estudiantes de enfermería, muestreo no probabilístico por conveniencia. La confiabilidad del instrumento a través de Alfa de Cronbach para competencias digitales fue de 0.799; para la variable inteligencia emocional fue 0.850. Para el análisis de los datos, se empleó estadística descriptiva e inferencial, para estimar el grado de influencia; regresión logística ordinal. Los resultados evidenciaron que las competencias digitales influyen de manera significativa en la inteligencia emocional según Nagelkerke, con 0.200, que equivale al 20%. Se concluye que las competencias digitales influyen de manera significativa en la inteligencia emocional en los estudiantes de enfermería, lo cual evidencia que el dominio de las herramientas digitales no solo fortalece el desempeño académico, sino que también contribuye al desarrollo de las habilidades socioemocionales.
Acceso abierto
Competencias digitales y aprendizaje autónomo en la cultura investigativa de los estudiantes universitarios de una universidad peruana, 2021
(Universidad Privada Norbert Wiener, 2024-02-15) Espinoza Herrera, Edward; Palacios Garay, Jessica Paola
The thesis explains the subject of research culture in the university context. Its general objective is to establish how digital competences and autonomous learning influence the research culture of university law students belonging to the last three cycles of a Peruvian university; In this sense, the specific objectives are to determine how digital skills and autonomous learning influence the dimensions: research training and, investigative activity and research competence. The study materials considered are fundamentally of a bibliographic nature for the elaboration of the antecedents and the theoretical framework; Likewise, the selected university students constitute a valuable source of information regarding the questionnaires that they must solve as part of the project. The method considered is the hypothetical-deductive one in relation to the proposed quantitative approach; Likewise, the use of a non-experimental design is proposed, with an correlational-causal level. The results obtained show that digital competences and autonomous learning significantly influence the research culture. Among the conclusions, it is highlighted the need to strengthen the research culture of university students with an impact on science and technology research.
Acceso abierto
Competencias digitales y autoeficacia académica en estudiantes de una universidad pública de Lima, 2022
(Universidad Privada Norbert Wiener, 2022-11-25) Taco Agramonte, Raquel; Palacios Garay, Jessica Paola
Due to the permanent progress of information and communication technologies (ICT), digital competencies have become a necessity that is currently facilitating educational continuity, and it is essential to know the student's ability to use them. Thus, the purpose of this study was to determine the relationship between digital competencies and academic selfefficacy in students of a public university in Lima, 2022; for which, the hypotheticaldeductive method was taken into account, basic type, with a quantitative approach of descriptive level and non-experimental design, cross-sectional, correlational. The population consisted of 140 students of the School of Physical Therapy and Rehabilitation, with a sample of 103 participants obtained through a simple random probability sampling. The survey technique was used through the Google Forms tool, where two instruments were administered to collect data, whose Cronbach's alpha reliability index was 0.909 and 0.904 for Digital competence and Academic Self-efficacy respectively. The results obtained through an inferential and descriptive analysis show that there is a relationship between digital competencies and academic self-efficacy with a significance of 0.000 < 0.05 and a degree of correlation according to the Rho Spearman coefficient of 0.442, which indicates a positive and moderate relationship; likewise, 78.64 % and 63.1 % are located at a medium level of Digital Competencies and Academic Self-Efficacy respectively. It was concluded that there is a positive and moderate relationship between the variables Digital Competence and Academic Self-Efficacy; also, the average levels of both variables are related.