The implementation of the European higher education area (EHEA) is a true paradigm change in university education in which the student, with particular consideration given to autonomous work, takes the place of the teacher as the central element of the teaching-learning process. In this autonomous work, the strategies the students regularly use become particularly important, given the supposition that doing that work will lead to academic success. The objective of this study is to analyze the variables that influence students’ expectations of success, measured through their intention to persist on the course they are doing. A questionnaire designed ad hoc was given to a sample of 1037 university students. It included aspects related to reasons for choosing the course, institutional integration, use of self-regulation strategies, and intention to drop out. Data analysis allowed the identification of satisfaction with the course chosen and appropriate study skills acquired in secondary education as predictors of expectations of academic persistance, with some differences in terms of gender. Other strategies such as class attendance or going deeply into course content did not figure. These results are at odds with the principles underlying the EHEA and show that they have not yet been interiorized by the students, who continue to perceive their studies more traditionally.

This article aims to review the linguistic adaptation and psychometric validation of psychological assessment instruments through a narrative review. Linguistic adaptation involves translating and culturally adjusting instruments to fit the target population, while psychometric validation assesses reliability using indicators such as Cronbach's Alpha (α≥0.70) and McDonald's Omega (ω≥0.70). Additional reliability measures include Guttman's Lambda (λ≥ 0.70) and Composite Reliability (CR≥ 0.70). Validity is evaluated through the Average Variance Extracted (AVE≥ 0.50) and the Heterotrait-Monotrait Ratio (HTMT≤ 0.85). Model fit is assessed using indices such as CFI (≥ 0.90), TLI (≥ 0.90), NFI (≥ 0.90), NNFI (≥ 0.90), RFI (≥ 0.90), IFI (≥ 0.90), GFI (≥ 0.90), AGFI (≥ 0.90), PGFI (≥ 0.50), PNFI (≥ 0.50), PCFI (≥ 0.50), RMSEA (≤ 0.08 acceptable, ≤ 0.05), and SRMR (≤ 0.08). Confirmatory Factor Analysis (CFA) is also employed to investigate measurement invariance, ensuring the stability of the instrument across different groups.

Adverse childhood experiences, such as abuse, are a risk factor for mental health and poor socio-emotional development in adulthood. Assessing these experiences in specific populations allows for the identification of patterns and the implementation of preventive interventions. Objective: To evaluate the psychometric properties of the abbreviated version of the Adverse Childhood Experiences Abuse Form (ACE-ASF) in Ecuadorian youth, aiming to ensure the validity, reliability, and consistency of the instrument in accurately measuring abuse dimensions in this Ecuadorian population. Methodology: An instrumental study was conducted on the psychometric properties of the eight-item ACE-ASF, applying it to a sample of 840 university students (52.1% females and 47.9% males). The evaluation focused on analyzing the factorial structure and internal consistency of the instrument in this sample. Results: The two-factor model showed a satisfactory fit across all levels of invariance (configural, metric, scalar, and strict), with acceptable fit indices (CFI, TLI, GFI, RMSEA, and SRMR). The internal consistency was adequate, as assessed using the McDonald’s omega and Cronbach’s alpha coefficients. Convergent and discriminant validity were confirmed using the AVE and HTMT indices, ensuring proper differentiation between the dimensions assessed. Conclusion: The ACE-ASF proved to be a valid and reliable instrument for assessing abuse experiences in Ecuadorian youth. Its two-factor structure reflects distinct yet related dimensions, providing a useful tool for identifying adverse childhood experiences in this population.

El abandono universitario es un área de investigación creciente debido a las diversas consecuencias negativas que puede acarrear. Se trata de un fenómeno complejo en el que intervienen múltiples variables, entre ellas factores emocionales-motivacionales. Algunas de estas variables, como la satisfacción con la educación superior y las expectativas de la titulación, son especialmente relevantes entre los estudiantes de primer curso, y más aún en un contexto de virtualidad forzada, como ha sido el caso de la crisis del COVID-19. El objetivo de este estudio es analizar la relación entre las variables emocionales-motivacionales y la intención de abandono entre un grupo de estudiantes, así como evaluar la percepción de su rendimiento académico durante la pandemia. La muestra del estudio estuvo formada por 513 estudiantes de primer y segundo curso de diferentes titulaciones de Ciencias Sociales y Ciencias de la Salud de dos universidades públicas españolas. Se utilizó un cuestionario ad hoc para medir la intención de abandono y su relación con una serie de variables. Se realizaron análisis descriptivos y modelización en árbol de decisión. Los resultados revelan que las variables predictoras más significativas para explicar la intención de abandono son la satisfacción con la elección de la titulación, las expectativas y el aprendizaje de conocimientos relevantes para su futuro profesional. También se encontró que la percepción de los estudiantes de que su rendimiento académico había disminuido durante el COVID-19 era uno de los predictores del abandono.

This study aimed to validate the psychometric properties of the Conflict Resolution Styles Inventory (CRSI) within the context of the university population in Ecuador. The CRSI measures how individuals manage interpersonal conflicts, a critical skill for university students. A sample of 746 university students from various institutions across Ecuador participated in the study. The CRSI, which categorizes conflict resolution styles into five types (competing, avoiding, accommodating, collaborating, and compromising), was translated and culturally adapted for the Ecuadorian context. Psychometric analyses, including factor analysis and reliability testing, were conducted to assess the validity and reliability of the inventory. The factor analysis supported the five-factor structure of the CRSI, confirming that the inventory is suitable for measuring distinct conflict resolution styles in this population. The inventory showed good internal consistency, with Cronbach’s alpha values exceeding 0.70 for all subscales. Additionally, the test–retest reliability indicated stability over time. The validated CRSI provides a robust instrument for understanding and improving conflict resolution skills among university students in Ecuador, contributing to better interpersonal relationships and academic environments.

The study of cyberbullying in post-secondary education is relatively new, because until recently it had not been thought to occur at university. This means that cyberbullying as a possible influential factor in university dropout has not been considered as an object of study, and only few studies have examined the relationship between the two phenomena. The present study examines some of the variables related to cyberbullying from an observer’s perspective that may influence and accelerate the dropout process. To clarify, students who witness cyberbullying, even if they are not directly involved, are also affected by the phenomenon in terms of their intention to drop out. A questionnaire was completed by 1640 first-year university students and descriptive analysis, Student’s t test and classification trees were performed using SPSS v.24. The study revealed notable gender-specific behaviors and differences, with males reporting a higher prevalence of both victimization and observation of cyberbullying behaviors. Additionally, a correlation was identified between cyberbullying and university dropout, indicating that students who perceived the presence of online impersonation of others with the intention of causing harm were more likely to cease their studies. The results give some clarity to both phenomena and explore how they are related with a view to creating intervention programs to prevent and alleviate them.