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Item type:Publication, Context matters: teaching styles and basic psychological needs predicting flourishing and perfectionism in university music students(Frontiers Media S.A., 2021-03-02)Professional musicians are expected to perform at a very high level of proficiency. Many times, this high standard is associated with perfectionism, which has been shown to prompt both adaptive and maladaptive motivational dynamics and outcomes among music students. The question about how perfectionism interplays with motivational dynamics in music students is still unanswered and research within this line is scarce, especially in Latin America. In the light of Self-Determination Theory (SDT), this cross-sectional study investigated the relationship between the perceptions of motivational context (teachers' motivating styles: autonomy supportive or controlling), basic psychological needs (satisfaction/frustration), perfectionism (adaptive/maladaptive), and flourishing in University music students from Lima, Peru (N = 149; mean age = 20.68, SD = 3.03; 71% men). We performed a path analysis testing a model in which motivational teaching styles predicted both, perfectionism and flourishing via need satisfaction and frustration. The model's fit indices were ideal [χ2 (7, N = 143) = 7.48, p = 0.300, CFI = 0.998, TLI = 0.992, RMSEA = 0.021, SRMR =0.040]. In this model, perceived autonomy supportive style predicted need satisfaction positively and need frustration negatively; perceived controlling teaching style did not predict need satisfaction nor frustration. In turn, need satisfaction positively predicted adaptive perfectionism (i.e., high standards) and flourishing; whereas, need frustration predicted maladaptive perfectionism (i.e., discrepancy). These results shed light on the relevance of perfectionism in the psychology of higher music education students. Lastly, we highlight the importance of autonomy support in fostering adaptive high standards and flourishing in music learning. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Professors’ motivational styles, future orientation, and engagement: a qualitative study in professor–student dyads in the school of music(SAGE Publishing, 2022-11-28)Self-determination and future orientation theories confirm a relationship between motivational context, hopes/fears, and positive/negative outcomes. This study’s aims are threefold: to provide a qualitative inquiry into earlier quantitative findings; to probe whether music professors’ self-perceived motivational styles (autonomy-supportive or controlling) are consistent with their students’ perceptions; and to analyze the relationship between students’ perception of professors’ motivational styles, their hopes/fears (as a cognitive representation of Future Orientation), and engagement concerning their career. Seven dyads from a Peruvian university’s music program participated in the study. Qualitative studies in Peruvian music schools are scarce. An interview was used for data collection, and Atlas.ti 7.5.4. software was employed for analysis. Professors reported their motivational style mostly as autonomy-supportive, but not every student confirmed this self-perception. Some professors are perceived as controlling, and in some instances, the professor’s self-perception corroborates this description. Students’ hopes were generally related to music engagement. A clear relationship between students’ perception of their professor’s autonomy support, their hopes, and music engagement was found. In one dyad, the perception of a controlling motivational style was found to be associated with fears and with a lack of engagement. These findings confirm previous reports from quantitative studies. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Orientación futura, bienestar y rendimiento en universitarios de un programa de tutoría durante la pandemia COVID-19(2023-01-02)El objetivo del presente estudio fue comparar la orientación futura, el bienestar y el rendimiento académico medidos antes y durante la pandemia. Adicionalmente, se buscó analizar si los niveles de orientación futura pre-pandemia fueron un factor protector ante posibles cambios en el bienestar y el rendimiento durante la pandemia. En el año 2018 se convocó a participar en un estudio longitudinal (2018-2020), a todos los estudiantes registrados en el programa de tutoría (N = 596) de la facultad de Psicología de una universidad privada peruana. Accedieron a colaborar 96 estudiantes durante los dos primeros años (período pre-pandemia = T1). No obstante, solo 48 lo hicieron durante el tercer año (T2). En este grupo se realizó el estudio comparativo. Los hallazgos señalan que hay variación entre T1 y T2 en términos de exploración (búsqueda de información y consejo) en los dominios de vida de carrera y familia, es decir los estudiantes durante la pandemia exploran con mayor intensidad sus opciones futuras. También ha variado el optimismo respecto a la vida de pareja y familiar. Los alumnos consideran más viables sus planes futuros respecto a su familia nuclear. Finalmente se ha observado, mediante un análisis de regresión, que las creencias de los estudiantes, respecto a sus recursos internos para cumplir sus metas, predicen incrementos en su rendimiento. Se requiere implementar estudios en diferentes contextos y con distintos actores educativos para fortalecer los hallazgos. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Adaptación de la escala de sentido de capacidad para estudiantes peruanos(Universidad de San Martín de Porres, 2023-12-30)Background: The sense of capability scale, originally validated in French university students (Drouin & Costalat-Founeau, 2020), measures people’s subjective representation of their own capacities and theirperceptions of what others think about them. The aim of this study is to adapt the scale for university students in Lima, Peru and to analyze its psychometric properties. Method: 516 students from a private university completed the questionnaire. Factor analysis and correlations were used to determine evidence of validity. Cronbach’s alpha and McDonald’s omega were used to evaluate reliability. Results: Contrary to the original 2-factor structure, our results suggested a single-factor solution that explained 52% of the variance; the items had high loadings. The model was confirmed by a best fit (χ2 = 362.84; df = 35; p < .001; CFI = .99; TLI = .98; SRMR = .06; RMSEA = .10). A moderate positive correlation was found with positive affect and flourishing, as well as a moderate negative correlation with negative affect. There were no significantdifferences by sex, level, and career type. Conclusion: The new version of the scale shows evidence of adequate validity and reliability (α = .88) in students of a private university in Lima, Peru. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Honrando el legado científico y humano del Profesor Doctor Willy Lens Psicología de la motivación y perspectiva del tiempo futuro(Pontificia Universidad Católica del Perú, 2025-07-24)Este artículo, escrito por Dora Herrera y publicado en la Revista de Psicología de la PUCP, rinde homenaje al legado científico y humano del psicólogo Willy Lens, destacando su influencia en la psicología de la motivación y la Perspectiva de Tiempo Futuro (FTP). El texto introduce un dossier que explora cómo las imágenes subjetivas del futuro actúan como motores fundamentales de la conducta presente, basándose en la premisa de que tanto el contenido como la extensión de las metas afectan la calidad de la motivación. A través de la revisión de siete manuscritos, se abordan temas que van desde la reconceptualización de la FTP mediante el pensamiento episódico futuro hasta estudios sobre la socialización materna, el desarrollo en la infancia temprana y la validación de escalas psicométricas en adolescentes y universitarios.1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Orientación al futuro y bienestar psicológico: desentrañando la dinámica en una universidad de Lima(Pontificia Universidad Católica del Perú, 2025-07-24)Focusing on our future is often associated with well-being, benefiting both the individual and society. However, the literature suggests that this relationship is not always consistent. Moreover, while this relationship has been studied in Lima from a subjective well-being perspective, it has not yet been explored using a psychological well-being framework. This study explores this relationship using Seigner’s, Nurmi, and Poole’s ‘Future Orientation’ and Diener et. al.’s ‘Flourishing’ constructs. Using data from 445 students from a Lima university (mean age=21.80; 64.27% females) and structural equation models, our results suggest that having a sense of internal control over one’s future career (b=.29, SE=.24, p<.01), approaching one’s future career with hope (b=.27, SE=.14, p<.01), and being optimistic about the realization of future family plans (b=.27, SE=.13, p<.05) are positively related to flourishing. Implications, limitations, and future research directions are discussed. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Cognitive-individual and social-interpersonal protective factors: dual safeguards against dropout intentions in Peru(Taylor & Francis, 2025-01-01)University attrition is a multicausal phenomenon that calls for an examination of sociodemographic, institutional, academic and psychological factors. In Peru, regional disparities, the unregulated expansion of universities and high rates of dropout have raised concerns about the considerable loss of valuable human resources. This study adopts a quantitative approach to identify the role of social-interpersonal factors (social skills and social support), as mediated by cognitive-individual ones (goal efficacy and planning), in the development of dropout intentions among university students. The sample included 536 students from eight universities, both public and private, in three regions of Peru. Findings show that students with higher levels of social support and social skills are less likely to develop dropout intentions, particularly when these factors are mediated by goal efficacy and planning. Differences were observed based on sex and region. It is concluded that social-interpersonal factors are strong mitigators of dropout intentions, especially if mediated by cognitive-individual factors. Identifying these underlying psychological factors can help university leaders design multidimensional strategies for student retention. This study will contribute to support public policies and further interventions oriented to reduce the loss of highly educated individuals who could positively transform Peruvian society.1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Beyond words: the relevance of autonomy-supportive language in university syllabi(Frontiers Media, 2025-01-01)Introduction: University syllabi are a semester-long working tool through which professors present a thematic content program, precise assessment mechanisms, and establish the activities schedule, among other tasks. Teachers can promote high-quality motivation among students through syllabi. The goal of this research was to replicate a previous study on the impact of syllabus language on student motivation. Methods: Two studies were conducted. Study 1 aimed to examine, in 126 first- and second-year students in Humanities General Studies, how they perceive a syllabus with an autonomy-supportive "tone" vs. one with a controlling language. Study 2 explored, in 261 students, basic psychological needs (BPN) satisfaction and their affective approach to the course. Additionally, it investigated the type of motivation (autonomous vs. controlled) that students prioritize when selecting the course. Results: Findings from Study 1 suggest that autonomy-supportive syllabi are perceived as more attractive, fair, and respectful from the student's perspective. Results from Study 2 indicate that autonomy-supportive syllabi are related to a better perception of the course, greater BPN satisfaction, and autonomous motivation from students, increasing the probability of them choosing that subject. Discussion: It is concluded that promoting autonomy, even through the written language shared between teachers and students, is important for improving teaching quality.1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, An Autonomy-Supportive Teaching Intervention Benefits Students in a Low-SES School Setting(Taylor & Francis, 2025-01-01)We conducted the first autonomy-supportive teaching intervention in a low SES school setting. We hypothesized that the teacher-focused intervention would increase students' psychological need satisfaction and classroom engagement—just as it has been demonstrated to do in previous interventions conducted in more advantaged schools. We randomly assigned 28 Peruvian teachers who taught 14 different subjects (e.g., math) in grades 7–11 in a very low SES school district to participate or not in the autonomy-supportive teaching workshop (i.e., experimental vs. control condition). Their 672 students (332 females, 339 males) self-reported their perceived teacher support, need satisfaction (autonomy, competence, relatedness), and classroom engagement at the beginning, middle, and end of a semester. A structural equation modeling analysis showed that the hypothesized model fit the data well, and that experimental condition predicted students' T2 need satisfaction, T2 need satisfaction predicted students' T3 classroom engagement, and T2 need satisfaction mediated the effect that experimental condition had on T3 classroom engagement. These findings show that an autonomy-supportive teaching intervention can work in a low-SES setting and not just in socioeconomically advantaged schools.1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, A potential exodus: what is behind dropping out intentions among university students?(Frontiers Media, 2025-01-03)Introduction The alarming dropout rates among university students in Peru deplete the country's human resources and reduce prospects for personal growth and societal development. Explaining those rates calls for a comprehensive and holistic approach beyond the students' socio-economic characteristics. This study seeks to identify the socio-demographic, academic and psychological variables that predict dropout intention among university students in Peru. Materials and method The sample was composed of 768 students from nine universities, both public and private, across the coastal, highland and rainforest regions of Peru. Students completed questionnaires assessing factors that favor resilience, future orientation, and dropout intention. Results As hypothesized, we found that students who scored higher on factors favoring resilience and future orientation subscales, with the exception of the exploration sub-dimension, were less likely to develop dropout intentions. We found differences by sex and type of university; then evaluated whether the model parameters varied by sex. Our findings show higher dropout intentions among male students. No significant relationships were found between grades, tutoring programme and future orientation. Discussion Results contribute to support these university students as valuable human resources who, due to Peru's characteristics, lack easy access to higher education and should be protected. Our findings also provide general guidelines for further interventions to counter the risk of increased dropout rates at the university level.5