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Item type:Publication, Effects of resilience, social support, and academic self-efficacy on mental health among Peruvian university students during the pandemic: The mediating role of digital inclusion(Frontiers Media SA, 2024-01-01)Mental health of university students has been impacted during the pandemic, highlighting the importance of understanding its psychosocial determinants. Nevertheless, there has been limited exploration into whether the digital inclusion conditions for remote education could mediate the effects that variables such as resilience, social support, and academic self-efficacy may have on mental health. Considering the above, there is evidence that shows a consistent relationship between resilience, social support and academic self-efficacy on mental health, to the extent that these are psychological variables. On the other hand, digital inclusion, which comprehends a contextual variable, not a psychological one, related to ICT access opportunities and mainly focused on the quality of Internet access, should be analyzed in a differential manner. Objectives: This study seeks to analyze the effect of resilience, social support and academic self-efficacy, on the mental health of a group of Peruvian university students; in addition, it seeks to analyze the mediating role of digital inclusion. Materials and methods: A cross-sectional study was conducted with 3,147 undergraduate students from a private university in Lima, Perú. From August to October 2020, data were collected online through questionnaire, this include The Depression, Anxiety and Stress Scale 21 (DASS-21), The 10-item version of the Connor-Davidson Resilience Scale (CD-RISC10), The Multidimensional Scale of Perceived Social Support (EMASP), The Perceived Self-Efficacy Specific for Academic Situations Scale (EAPESA) and to measure digital inclusion, the Perceived Quality of Internet Access reported by the students. The levels of participants’ anxiety, depression and stress were described using frequency and percentage. Pearson Correlation test was used to measure the correlation between the variables and a Path analysis was conducted. Finally, The PROCESS macro for SPSS (Model 4) was applied to examine the mediating effect of the model controlling gender variable. Results: The results revealed significant levels of extremely severe symptoms of anxiety (36.8%), depression (33.4%) and stress (18.1%) among the participants. A path analysis, which indicated that resilience (β = −0.346), social support (β = −0.189), academic self-efficacy (β = −0.060) and digital inclusion (β = −0.089) had significant impact on students’ General Distress. In addition, digital inclusion plays a partial mediation role with low but significant effect size in the relationship between resilience, social support and self-efficacy with mental health. Conclusion: Mental health of university students during the pandemic shows alarming levels of general or emotional distress. The findings indicate that resilience, social support and self-efficacy protect college students’ mental health by reducing general distress. However, the study shows that when there is a digital divide around internet quality the impact of these factors is affected. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, How to Share the Leadership Competence Among the Team Members in Active Learning Scenarios: Before, During and After COVID-19 Pandemic(Elsevier Ltd, 2023-08-01)Teamwork is one of the most demanded generic competencies by international organizations, and higher education institutions train and assess that competence to prepare students for working life. Leadership is a crucial part of teamwork development, and previous research has shown that shared leadership tasks between team members present more advantages than the traditional concept of a formal leader. Shared leadership seems to be the best option in the academic context due to the university students’ characteristics. This paper aims to prove that students can identify, distinguish and exercise shared leadership actions based on the needs that arise during the development of teamwork and that derive from the teamwork method applied rather than by the training modality that is followed (face-to-face – online). The achievement of the aim has been possible through a qualitative study of the teamwork development of 40 teams of new university entrance (237 students) with the Comprehensive Teamwork Competency Formation Model. The research has been carried out during three consecutive academic courses, with different training modalities for each course, forced by the COVID-19 pandemic (face-to-face for the pre-COVID-19 course, online for the COVID-19 course and face-to-face during the post-COVID-19 course). The shared leadership tasks and responsibilities, defined by students, were categorized in the same way independently of the training modality, which validates the proposed ontology. Also, the three academic courses studied the evolution of the primary shared leadership responsibilities by category. Besides, it is concluded that the primary responsibilities for each category remained unchanged during the three academic years but that some other categories were affected to some extent by the exceptionality caused by COVID-19. The ontology validated here constitutes a recommendation for future teams working with an evidence-based methodology. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Academic Stress and Adaptation to University Life: Mediation of Cognitive-Emotional Regulation and Social Support(Universidad de Murcia Servicio de Publicaciones, 2023-01-01)University life involve personal, social, academic, and institutional challenges to which the students must adapt not only to achieve academic successbut also to guarantee a good physical and mental health during the career. This period can be influenced by stressful situations that can affect at personal and academic level. The objective of the present study was to determine, through an analysis with structural equations, whether various cognitive-emotional regulation strategies and perceived social support, act as mediators of the effect of stress on adaptation to university life in 555 Colombian university students (437 women, 78.7%) with ages from 16 to 49 years (M = 22.83; SD = 4.774). The results show that the cognitive-emotional regulation strategies positive (Focus and Reappraisal), negative (Rumination, Self-blame and Blaming others) and social support are mediators of the effect of stress on adaptation to university life. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, A Mediation Analysis of the Motivation for Learning in the Process of Knowledge Acquisition and Transfer(Emerald Publishing Limited, 2023-11-29)Purpose This study aims to explore the mediating role of the motivation for learning in knowledge acquisition and knowledge transfer in students of higher education programs in business and management. Design/methodology/approach Quantitative correlational design. Data was collected from a sample of 366 students studying and working in the business and entrepreneurial sector in Ecuador. The instrument used was a Likert scale questionnaire. Correlation analyses were used to specify the relationships between variables. Multiple regression analysis was used to test the hypotheses. Findings The results evidenced the mediating effect of the motivation for learning on the relationship between knowledge acquisition and knowledge transfer of undergraduate and graduate students in higher education programs in the area of business and entrepreneurship. Research limitations/implications The model investigated is a contribution to the literature since the variables have been little studied by the students as transfer channels, and there is a need to explore these relationships between variables in other productive sectors. Practical implications Organizations will be able to identify relevant factors in knowledge transfer, the motivation for learning for the context of working, create ideal conditions for knowledge flow and maintain a commitment to take advantage of this cooperation. Social implications The results contribute to the three agents involved in knowledge transfer: students, educational institutions and organizations. Students can have a greater understanding of the skills they need to improve their learning and application of knowledge. Educational institutions will have a better understanding of and approach to developing competencies in their students. Originality/value This simple regression model enriches the current literature on the mediating effect of the motivation for learning on the relationship between knowledge acquisition and knowledge transfer in higher education institutions in Latin American countries. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Understanding online repurchase intention among young Colombian consumers: A relationship-based approach(Elsevier BV, 2025-12-01)E-commerce has rapidly evolved into a dominant force in Latin American markets, reshaping how young consumers engage with digital platforms. Despite this growth, empirical models explaining repurchase intention remain limited and theoretically fragmented. This study addresses this gap by applying the Theory of Planned Behavior (TPB) to examine how customer experience, satisfaction, trust, and word of mouth (WOM) influence online repurchase intention among Colombian university students—a digitally mature yet understudied segment. Using a cross-sectional survey of 283 participants and covariance-based structural equation modeling (CB-SEM), the study tests a relational model comprising eight hypotheses. Findings confirm that satisfaction is the strongest predictor of repurchase intention and acts as a key mediator between experience, trust, and WOM. Additionally, customer experience directly shapes satisfaction and WOM, and WOM enhances trust. However, trust does not directly influence repurchase intention. The study advances theoretical understanding by refining TPB in a digital Latin American context and offers actionable insights for e-retailers aiming to strengthen loyalty through experiential and socially reinforced strategies.4 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Sustainable entrepreneurial intention in an emerging economy: Extending the theory of planned behavior with sustainability-oriented entrepreneurial cognition and skills(Elsevier BV, 2026-09-01)Amidst pressure on emerging economies to reconcile economic development with environmental goals, understanding the drivers of sustainable entrepreneurial intention (SEI) is crucial. This study examines the determinants of SEI among university students, extending the Theory of Planned Behavior (TPB) by incorporating sustainability-oriented entrepreneurial cognition (SOEC) and entrepreneurial skills (ES), and exploring the mediating role of TPB components. Methodology A cross-sectional survey gathered 173 responses from business students in a Latin American emerging economy. Data were analyzed using partial least squares structural equation modeling (PLS-SEM) to test explanatory direct and mediating effects among attitudes toward sustainable entrepreneurship (ATS), subjective norms (SN), perceived behavioral control (PBC), ES, SOEC, and SEI. Results Findings show that ATS and PBC strongly predict SEI, whereas SN and ES have no significant direct effects. Crucially, SOEC exerts significant indirect effects on SEI primarily through ATS and PBC. The indirect path via SN is non-significant. These results suggest that SOEC strengthens SEI by acting as a foundational catalyst for pro-sustainability attitudes and perceived control. Practical and theoretical implications Theoretically, this study clarifies SOEC's role not as a direct predictor that increases explanatory power, but as a distal antecedent that structures the TPB's cognitive architecture. Furthermore, the insignificance of SN reflects the emerging economy context, where traditional corporate careers are socially favored over perceived high-risk sustainable ventures, making profound personal conviction (ATS) and self-efficacy (PBC) essential. Practically, entrepreneurship education should prioritize cultivating SOEC, attitudes, and perceived control alongside concrete skills to foster sustainability-driven mindsets. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Health and University Students: The Mediator Role of Emotion Regulation Between Academic Stressors and Health Behaviors(SAGE Publications Inc., 2025-03-01)To determine the role of Health Behaviors and Cognitive Emotion Regulation Strategies in the relationship between Health and Academic Stress. Design A cross-sectional study with in-person administration of questionnaires. Setting Data collection t2 - 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