Introduction: This study evaluated the mediating role of academic self-efficacy in the relationship between internet addiction and academic procrastination among Peruvian university students.Method: A cross-sectional explanatory design was employed with a convenience sample of 334 participants. Instruments used included the Specific Perceived Self-Efficacy Scale of Academic Situations (EAPESA), the Lima Internet Addiction Scale (EAIL), and the Academic Procrastination Scale (APS). The reliability and internal structure of each scale were verified, and the EAIL was validated. Descriptive analysis and correlation between variables were conducted, followed by path and mediation analyses.Results: Internet addiction significantly negatively affected academic self-efficacy (β = −0.381, t = −4.52, p < 0.001). Academic self-efficacy negatively impacted academic procrastination (β = −0.522, t = −7.04, p < 0.001). Internet addiction positively affected academic procrastination (β = 0.642, t = 5.72, p < 0.001). The total effect of internet addiction on academic procrastination and academic self-efficacy was significant (β = 0.841, t = 7.17, p < 0.001). Academic self-efficacy partially mediates the relationship between internet addiction and academic procrastination, suggesting universities should implement strategies to enhance academic self-efficacy in students.

Background: Vegetarianism is commonly associated with various health benefits. However, the association between this dietary regimen and aspects of mental health remains ambiguous. This study compared the symptoms of depression and anxiety, emotional eating (EmE), and body mass index (BMI) in Peruvian vegetarian and non-vegetarian adults. Methods: A cross-sectional study was conducted on 768 Peruvian adults, of whom 284 (37%) were vegetarians and 484 (63%) were non-vegetarians. The Depression Patient Health Questionnaire-2 (PHQ-2), Generalized Anxiety Disorder Scale-2 (GAD-2), and an EmE questionnaire were applied; additionally, the BMI was calculated. Simple and multiple linear regression and Poisson regression models with robust variance were used to evaluate the association between depression, anxiety, EmE, and BMI with dietary patterns. Results: The vegetarians (Adjusted Prevalence Ratio [PR] = 0.24, 95% CI 0.16–0.31; p < 0.001) reported more depressive symptoms than the non-vegetarians. This trend persisted for anxiety, with an adjusted PR of 0.17 (95% CI: 0.01–0.29; p = 0.012). However, the vegetarians (adjusted PR = −0.38, 95% CI: −0.61–−0.14; p < 0.001) reported lower EmE scores compared to the non-vegetarians. Likewise, the vegetarians had a lower mean BMI than the non-vegetarians (B = −0.16, 95% CI: −0.21–−0.08; p < 0.001). Conclusions: Vegetarian diets are associated with increased symptoms of depression and anxiety, as well as lower EmE and BMI scores. Further longitudinal studies are needed to elucidate these associations and determine causality and the underlying mechanisms involved.

Introduction: The pandemic caused by COVID-19 has affected people's way of life, and particularly, couple relationships. The main of this study was to evaluate the psychometric properties of the Couple Relationship Quality Scale (CRP-ASO) within the context of the lockdown due to COVID-19, in Peru. Methods: The CRP-ASO scale was applied to 499 adults (60 % women; M_age = 41.54 years, S_age = 13.48). The internal structure of the instrument was evaluated using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Reliability was also estimated by calculating Cronbach's alpha (α) and McDonald's omega (ꞷ). Results: The results indicated a four factors structure: consensus, complicity-intimacy, satisfaction in the relationship and stability in the relationship, with high indicators of internal consistency. Conclusion: It is concluded that the instrument has satisfactory psychometric properties and can be used in similar samples.

El objetivo de este artículo es determinar la relación que existe entre el clima social familiar en sus tres dimensiones y la resiliencia en los estudiantes de tercero, cuarto y quinto año del nivel secundario de una corporación educativa del norte del Perú. El estudio realizado fue de corte transversal y alcance descriptivo-correlacional, con una población de 394 estudiantes de 13 a 19 años. Los instrumentos utilizados fueron la Escala de Clima Social Familiar FES de Moos y la Escala de Resiliencia (ER) de Wagnild y Young. Los resultados obtenidos demuestran que existe relación entre el clima social familiar y la resiliencia (rs =.175, p <.05). Asimismo, la dimensión del clima social familiar “relaciones interpersonales” presenta una correlación significativa (rs =.123, p <.05) y “desarrollo personal” muestra una correlación altamente significativa con la “resiliencia” (rs =.211, p <.01). Sin embargo, la dimensión “estabilidad” y la “resiliencia” no presentan correlación significativa. A partir de los datos analizados se concluye que el clima social familiar se encuentra asociado con la resiliencia en los adolescentes de la población estudiada.

Academic achievement serves as a crucial indicator of quality within higher education. In this context, internet addiction and procrastination emerge as significant factors influencing student performance. However, existing literature has predominantly focused on objective and comparative metrics, such as grades, thereby limiting the exploration of the subjective dimension from the student’s perspective. This research aims to investigate the mediating role of internet addiction (IA) in the relationship between academic procrastination (AP) and self-perceived academic achievement (AA) among Peruvian university students. Employing an explanatory and cross-sectional design, data were collected from 525 university students aged 18 to 40 years, utilizing validated instruments such as the Internet Addiction Questionnaire, the University Academic Performance Scale, and the Academic Procrastination Scale. The findings revealed a negative influence of AP on AA (b = −0.385, p < 0.001, 95% CI [−1.457, −0.991]), a positive influence of AP on IA (b = 0.205, p < 0.001, 95% CI [0.341, 0.886]), and a positive influence of IA on AA (b = 0.326, p < 0.001, 95% CI [0.239, 0.441]). IA partially and competitively mediates 12.5% of the relationship between AP and AA.

Teacher care in the university setting is crucial for the academic, emotional, and social development of students, encompassing moral virtues such as compassion and professional competence. The students’ perception of teacher care directly relates to their well-being and active participation in learning. Despite the recognized importance of teacher care, there is a lack of adequate instruments to measure it, especially in specific cultural and educational contexts like Peru. The aim of this research is to develop and assess the psychometric properties of a scale measuring student perception of teacher care in the Peruvian university context, to provide a valid and reliable tool for future research and educational practices. An instrumental study was conducted with 910 university students aged between 18 and 50 years (M = 20.2, SD = 3.45). The Student Perception of Teacher Care Scale (SPTCS) was used, divided into five dimensions (Compassion, Competence, Confidentiality, Trust, and Awareness). Exploratory (EFA) and confirmatory (CFA) factor analyses were conducted to evaluate the scale’s internal structure, along with reliability analyses and measurement invariance across genders. The EFA identified a four-factor structure reflecting the dimensions of Confidentiality and Trust, Competence, Awareness, and Compassion. The CFA confirmed this structure with good fit indices for four-factor models, which was then adjusted to a five-factor model, one of which is a second-order factor (χ² = 720.727, df = 369, CFI = 0.951, TLI = 0.946, RMSEA = 0.046, and SRMR = 0.032). Internal reliability was high (α and ω > 0.9 for all factors). Measurement invariance was established across genders, allowing for valid comparisons between men and women. It is concluded that the Student Perception of Teacher Care Scale proves to be a valid and reliable instrument for measuring teacher care in the Peruvian university context. The results emphasize the multidimensionality of teacher care and its significance for the educational environment and student experience. This study contributes to educational research and teaching practice, offering a means to assess and improve caring relationships in higher education.