Academic and cognitive-affective factors as predictors of the intention to graduate with a thesis in Psychology students

• Autores: Capa-Luque, Walter, Vallejos-Flores, Miguel Ángel, Pardavé Livia, Yovana, Mayorga-Falcon, Luz Elizabeth, Bello-Vidal, Catalina, Hervias Guerra, Edmundo
• Formato: artículo
• Fecha de Publicación: 2022
• Institución: Pontificia Universidad Católica del Perú
• Repositorio: Revistas - Pontificia Universidad Católica del Perú
• Lenguaje: español
• OAI Identifier: oai:ojs.pkp.sfu.ca:article/24617
• Enlace del recurso: http://revistas.pucp.edu.pe/index.php/psicologia/article/view/24617
• Nivel de acceso: acceso abierto
• Materia: Competence in research methodology; Attitudes towards statistics; Self-efficacy; Engagement; Thesis; Competencia en metodología de investigación; Actitudes hacia la estadística; Autoeficacia; Tesis; Compétence en méthodologie de recherche; Attitudes envers les statistiques; Auto-efficacité; Thèse; Competência em metodologia de pesquisa; Atitudes em direção à estatística; Auto-eficácia; Engajamento; Dissertação

A predictive model of the intention to graduate with a thesis, based on academic and cognitive-affective factors, is examined in a sample of 198 students from the first to the fifth year of psychology. The structural model tested by Path Analysis presented an adequate adjustment (CFI >.95 and RMSEA <.08), observing that engagement and attitude towards statistics indirectly regulate the intentionality of a thesis, while self-efficacy and methodological competencies have direct effects on intentionality. When there are adequate methodological competencies, the prognosis for doing a thesis is 82.6%, while a favorable attitude towards statistics forecasts 80.6% of the interest of graduating with a thesis.