ORIGINAL RESEARCH article

Front. Educ.

Sec. Higher Education

Volume 10 - 2025 | doi: 10.3389/feduc.2025.1574155

Validation of the Autonomous Learning Strategies Scale in Peruvian University Students: Evaluation of Factorial Models

Provisionally accepted
Janina Bazalar-PalaciosJanina Bazalar-Palacios1Joel Figueroa-QuiñonesJoel Figueroa-Quiñones2Magaly Quiñones-NegreteMagaly Quiñones-Negrete3Nilo Albert Velasquez-CastilloNilo Albert Velasquez-Castillo3Hessel Valle-SandovalHessel Valle-Sandoval4ORIANA RIVERA-LOZADAORIANA RIVERA-LOZADA5Paolo Cayetano-TerrelPaolo Cayetano-Terrel5Miguel Ipanaqué-ZapataMiguel Ipanaqué-Zapata5*
  • 1Universidad Tecnológica del Perú, Lima, Peru, Lima, Peru
  • 2Universidad Autónoma de Ica, Ica, Peru, Ica, Peru
  • 3Universidad Católica Los Angeles de Chimbote, Chimbote, Peru, Chimbote, Peru
  • 4Universidad Católica de Trujillo Benedicto XVI, Trujillo, Peru, Trujillo, Peru
  • 5Universidad Señor de Sipán, Chiclayo, Peru, Chiclayo, Peru

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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.

Keywords: Psychometric, autonomous learning, University, Students, Peru

Received: 10 Feb 2025; Accepted: 24 Jun 2025.

Copyright: © 2025 Bazalar-Palacios, Figueroa-Quiñones, Quiñones-Negrete, Velasquez-Castillo, Valle-Sandoval, RIVERA-LOZADA, Cayetano-Terrel and Ipanaqué-Zapata. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Miguel Ipanaqué-Zapata, Universidad Señor de Sipán, Chiclayo, Peru, Chiclayo, Peru

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

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