The objective of this study was to translate and validate the Online Homework Distraction Scale (OHDS) for Peruvian university students. Accordingly, an instrumental cross-sectional study was conducted with 811 university students, including students of both sexes aged between 16 and 39 (M = 20.96 years; SD = 4.42) residing in the city of Lima. The content-based validity evidence was analyzed using Aiken’s V coefficient based on the internal structure through a confirmatory factor analysis and considered in relation to other variables a through correlation analysis. The reliability was calculated using the Omega coefficient. Expert opinions were favorable for all items (V > 0.70). The one-dimensional structure of the scale was confirmed, and it presented acceptable reliability (α > 0.70). Thus, the OHDS for university students is a measure with a valid and reliable scale.

Factores neuropsicológicos y procesos cognitivos en niños con retraso en la escritura y sin retraso en la escritura ARTÍCULOS DE INVESTIGACIÓN

<p>El estudio evaluó los efectos del empleo del <em>software </em>GeoGebra en la enseñanza de la geometría con estudiantes secundarios en el desarrollo de sus capacidades para el razonamiento y demostración, la comunicación matemática y la resolución de problemas. El marco del estudio fue la presencia creciente de tecnologías en la enseñanza escolar de las matemáticas en jóvenes de la era digital, en un contexto donde la educación favorece la participación activa de los estudiantes en el fortalecimiento de sus propias capacidades. Los estudiantes fueron observados en dos grupos, el grupo intervenido expuesto al empleo del <em>software</em> GeoGebra y el grupo de comparación expuesto a una enseñanza tradicional sin el empleo del <em>software</em>. Ambos grupos fueron evaluados con una Prueba de Evaluación del Aprendizaje en Geometría que se aplicó en momentos <em>antes</em> y <em>después </em>de la intervención. Los resultados sugieren que el empleo del <em>software</em> GeoGebra tuvo efectos en el fortalecimiento de las tres capacidades, con mejoras que resultaron significativas a niveles altos. También que las puntuaciones alcanzadas en el momento <em>después</em> fueron favorables al grupo intervenido en las tres capacidades, con diferencias significativas a niveles moderados.</p>

The aim of the study was to design and validate a research motivation scale for Peruvian university students (MoINV-U). Instrumental design study where a scale of 16 items distributed in two factors (willingness and interest) was designed and validated. A total of 2,249 university students (59.2% women) participated in the study. To analyze the evidence of content-based validity, Aiken’s V coefficient was used; for construct validity, confirmatory factor analysis was used, and reliability was studied through Cronbach’s alpha coefficient. The items received a favorable evaluation (Aiken’s V &gt; 0.70). The goodness-of-fit indices were adequate (CFI = 0.959, TLI = 0.950 and RMSEA = 0.080), likewise, the correlation between factor 1 and 2 was significant (p &lt; 0.05), evidence of validity was obtained based on the relationship with other variables with measures of academic self-efficacy and academic procrastination and the reliability was acceptable (α = 0.87; 95% CI = 0.86–0.88). The MoINV-U scale is a tool that presents evidence of validity and reliability for the sample of Peruvian university students.

ObjectiveTo examine the effect of family and academic satisfaction on the self-esteem and life satisfaction among Peruvian university students.MethodOf the 1,182 Peruvian university students who participated, 364 were male; and 818 were female; and ranged from 17 to 39 years of age (mean = 20.67, SD = 4.4). The family satisfaction scale (FSS), the Escala breve de satisfacción con los estudios (EBSE; Brief Academic Satisfaction Scale in Spanish), Rosenberg’s self-esteem scale (RSES), and the satisfaction with life scale (SWLS) were used to perform the assessments.ResultsThe study model showed an adequate fit (χ2 19.5, p &lt; 0.001, CFI = 0.977, RMSEA = 0.057), confirming the association between family satisfaction and life satisfaction (β = 0.26, p &lt; 0.001) and self-esteem (β = 0.35, p &lt; 0.001), and the correlation between academic satisfaction and self-esteem (β = 0.35, p &lt; 0.001) and life satisfaction (β = 0.23, p &lt; 0.001). The model accounted for 42% of life satisfaction.ConclusionFamily satisfaction and academic satisfaction affect self-esteem and life satisfaction.