Academic and cognitive-affective factors as predictors of the intention to graduate with a thesis in Psychology students

Authors

  • Walter Capa-Luque Universidad Nacional Federico Villarreal https://orcid.org/0000-0003-4342-9264

    Doctor en Psicología. Docente de la Facultad de Psicología. Universidad Nacional Federico Villarreal.
    Dirección postal: Av. Oscar R. Benavides 450, Cercado de Lima 15082.
    Contacto: wcapa@unfv.edu.pe.
  • Miguel Ángel Vallejos-Flores Universidad Nacional Federico Villarreal https://orcid.org/0000-0002-6380-3412

    Magíster en Docencia Universitaria. Docente de la Facultad de Psicología. Universidad Nacional Federico Villarreal.
    Dirección postal: Av. Oscar R. Benavides 450, Cercado de Lima 15082.
    Contacto: miguelvallejos.universidad@gmail.com.
  • Yovana Pardavé Livia Universidad Nacional Mayor de San Marcos https://orcid.org/0000-0003-4623-4817

    Magíster en Educación con mención en Dificultades de Aprendizaje. Licenciada en Psicología.
    Dirección postal: Av. Oscar R. Benavides 450, Cercado de Lima 15082.
    Contacto: ypardave@gmail.com.
  • Luz Elizabeth Mayorga-Falcon Universidad Nacional Federico Villarreal https://orcid.org/0000-0001-6213-3018

    Magíster en Psicología Clínica. Docente de la Facultad de Psicología. Universidad Nacional Federico Villarreal. Dirección postal: Av. Oscar R. Benavides 450, Cercado de Lima 15082.
    Contacto: lemayorgaf@gmail.com. 
  • Catalina Bello-Vidal Universidad Nacional Federico Villarreal https://orcid.org/0000-0001-7913-1553

    Doctora en Salud Pública. Docente de la Facultad de Medicina. Universidad Nacional Federico Villarreal. Dirección postal: Av. Oscar R. Benavides 450, Cercado de Lima 15082.
    Contacto: cbellovidal@gmail.com.
  • Edmundo Hervias Guerra Universidad Nacional Federico Villarreal https://orcid.org/0000-0002-5395-1518

    Doctor en Psicología. Docente de la Facultad de Psicología. Universidad Nacional Federico Villarreal.
    Dirección postal: Av. Oscar R. Benavides 450, Cercado de Lima 15082.
    Contacto: ehervias@unfv.edu.pe.

DOI:

https://doi.org/10.18800/psico.202201.007

Keywords:

Competence in research methodology, Attitudes towards statistics, Self-efficacy, Engagement, Thesis

Abstract

A predictive model of the intention to graduate with a thesis, based on academic and cognitive-affective factors, is examined in a sample of 198 students from the first to the fifth year of psychology. The structural model tested by Path Analysis presented an adequate adjustment (CFI >.95 and RMSEA <.08), observing that engagement and attitude towards statistics indirectly regulate the intentionality of a thesis, while self-efficacy and methodological competencies have direct effects on intentionality. When there are adequate methodological competencies, the prognosis for doing a thesis is 82.6%, while a favorable attitude towards statistics forecasts 80.6% of the interest of graduating with a thesis.

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Published

2022-01-03

How to Cite

Capa-Luque, W., Vallejos-Flores, M. Ángel, Pardavé Livia, Y., Mayorga-Falcon, L. E., Bello-Vidal, C., & Hervias Guerra, E. (2022). Academic and cognitive-affective factors as predictors of the intention to graduate with a thesis in Psychology students. Revista De Psicología, 40(1), 213–240. https://doi.org/10.18800/psico.202201.007

Issue

Vol. 40 No. 1 (2022)

Section

Articles

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Copyright (c) 2023 Revista de Psicología

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