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.

Introduction: Academic procrastination is a maladaptive learning behavior that can impair student performance. The research aims to determine whether academic engagement and self-efficacy predict academic procrastination in Peruvian adolescents.Method: This is a cross-sectional predictive design, with a sample of 450 high school students of all grades, selected by convenience. The students were mostly female (60.9%), were in the first year of high school (28.9%) and were from private institutions (85.1%). The averages, variability and distribution of the data obtained were calculated. A correlation analysis was performed between the variables, as well as a multiple correlation analysis and, finally, a multiple linear regression analysis.Results: The results showed that self-efficacy was inversely related to academic procrastination (r = −0.250; p < 0.001) and this, in turn, to commitment (r = −0.263; p < 0.005). Self-efficacy was directly related to engagement (r = 0.112; p < 0.005). Self-efficacy (β = −0.223; p < 0.001) and engagement (β = −0.238; p < 0.001) inversely influenced procrastination, explaining 11.8% of its variability (R = 0.344, R² = 0.118, F = 30.0, p < 0.001).Discussion: The results showed the importance of academic engagement and self-efficacy in mitigating the propensity for academic procrastination among Peruvian adolescents. Consequently, educational institutions and schools should prioritize the implementation of teaching methodologies and interventions that improve students’ motivation and engagement, as well as foster confidence in their abilities to achieve academic success, in order to counteract the detrimental effects of procrastination on their academic development.

Introduction: This study investigates the impact of institutional reputation (IR), social responsibility (SR) and student loyalty (LY) on student retention (RT) in university students.Methods: Using a quantitative, non-experimental, cross-sectional design, 409 students of private universities, both domestic and foreign, were surveyed.Results: Analysis using Partial Least Square Structural Equation Modeling (PLS-SEM) revealed that SR positively influences LY (β = 0.218, p < 0.001) and RT (β = 0.123, p = 0.006). LY showed a strong impact on RT (β = 0.765, p < 0.001), whereas IR significantly influenced LY (β = 0.556, p < 0.001). Contrary to expectations, no direct relationship was found between institutional reputation and retention. In addition, it was shown that SR had a positive effect on IR (β = 0.531, p < 0.001).Conclusion: Based on the results obtained, it is concluded that SR positively predicts LY, RT and IR, Ly positively predicts RT and IR LY, with significant implications for university management and research at this educational level.

Introduction: The present study aims to determine whether anxiety due to COVID-19 (AC) and disposition to critical thinking (DCT) predict academic self-efficacy (AS).Method: The study is non-experimental, predictive, and cross-sectional. The sample was made up of 218 university students from northern Peru. The instruments used were the CAS, CTDS, and the EAPESA.Results: The results showed that the AS was negatively and positively related to AC and DCT, respectively. AS in university students was significantly predicted by DCT (p < 0.01), while AC was not a significant predictor (p > 0.05).Conclusion: DCT is a significant predictor of AS, while AC ins not. Strategies must be sought to improve and support this important aspect in each student to improve their disposition to critical thinking and academic self-efficacy. It is recommended for future studies to continue investigating variables associated with academic factors, such as those in this study, that lead to taking action for the effective development of university students.

Background: The disposition to critical thinking equips students with the capacity for objective analysis, informed decision-making, and problem-solving. Furthermore, it enhances intellectual autonomy and adaptability within academic contexts.Objectives: To assess the psychometric properties of the Critical Thinking Disposition Scale in Peruvian adolescents.Methodology: The psychometric adaptation process was implemented to evaluate the relevance, clarity, and comprehension of the items through expert judgment and pilot testing. Utilizing a sample of 499 students aged 10–17 years (M = 15.8, SD = 1.30), a confirmatory factor analysis (CFA) was conducted.Results: The scale demonstrated validity and reliability, yielding optimal fit and reliability indices that support its unidimensional structure.Conclusion: The validation of the Critical Thinking Disposition Scale in the Peruvian context provides a valuable instrument for assessing and fostering the propensity of Peruvian students to employ critical thinking skills, with implications for professional practice and educational policy. Furthermore, the study is significant because it shows that all factor values were greater than 0.40, which represents that the items contribute significantly to the evaluation of adolescents’ disposition to critical thinking.

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.