Validation of the autonomous learning strategies scale in Peruvian university students

Evaluation of factorial models

Bibliographic Data

ID22162153
AuthorsMiguel Ipanaqué-Zapata (0000-0001-8706-6018, Universidad Señor de Sipán, corresponding author), Janina Bazalar-Palacios (0000-0001-8515-0742, Universidad Tecnológica del Perú), Joel Figueroa-Quiñones (0000-0003-3907-7606, Universidad Alas Peruanas), Magaly M Quiñones-Negrete (0000-0003-2031-7809, Catholic University Los Angeles of Chimbote), Magaly Quiñones-Negrete, Nilo Albert Velasquez-Castillo (Catholic University Los Angeles of Chimbote), Hessel Valle-Sandoval (Catholic University of Trujillo), Oriana Rivera‐Lozada (0000-0002-6546-3570, Universidad Señor de Sipán), Paolo Cayetano-Terrel (Universidad Señor de Sipán), Alberto Cerna-Salcedo (Universidad Señor de Sipán)
Year2025
Volume10
Publication date2025-08-12
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2025.1574155
OpenAlexW4413194990
LanguageEN
References cited28

Autonomous learning is a fundamental competence in higher education, empowering students to take control of their academic development. Assessing this skill reliably requires robust measurement tools. This study aimed to evaluate the factorial structure and internal consistency of the Autonomous Learning Strategies Scale (CETA) among university students in Peru. We included 418 college students from professional education programs in Peru who participated in the study. The CETA, designed to assess multiple dimensions of autonomous learning, was subjected to rigorous psychometric evaluation. First-order, second-order, and bifactor models were tested through exploratory and confirmatory factor analyses. Reliability was examined using Cronbach’s alpha and McDonald’s Omega coefficients. The second-order factor model with six underlying dimensions demonstrated the best fit indices and model stability. Inter-factor correlations were moderate and conceptually coherent with the scale’s theoretical structure. The findings support the second-order model as the most reliable and valid representation of the CETA. This model is recommended for future research and practical applications in educational settings aimed at evaluating and fostering autonomous learning in university students

Confirmatory factor analysis · Cronbach's alpha · Exploratory factor analysis · Knowledge management · Machine learning · Mathematics education · Psychometrics · Structural equation modeling · Applied Psychology · Computer Science · Innovative Teaching and Learning Methods · Motivation and Self-Concept in Sports · Online and Blended Learning · Psychology · Social Psychology

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