Attitude towards learning and academic goals through structural equations in students of a public university in Peru, 2025 (#2525)

Authors

Perez Samanamud, Manuel Edwin

Perez Guevara, Luciano

Pareja Morillo, Gonzalo

Perez Samanamud, Miguel Vladimir

Abstract

The present study aimed to evaluate the association between attitudes toward learning and academic goals through a structural equation modeling (SEM) approach in students from a public university in Peru (2025). The research adopted an observational, prospective, cross-sectional, and analytical design, with a sample of 442 participants. Two instruments were employed: a six-item Attitudes Toward Learning Scale validated using the Partial Least Squares (PLS) method, and a 20-item Academic Goals Scale validated through Confirmatory Factor Analysis (CFA). Data analysis was conducted using structural equation modeling. In the first stage, the measurement model was validated; subsequently, the structural model was estimated using Jamovi. The results indicated that attitudes toward learning were significantly associated with academic goals (β = 0.75), specifically with learning goals (β = 0.68) and performance goals (β = 0.51), while showing an inverse relationship with social validation goals (β = −0.36). Goodness-of-fit indices supported an adequate model specification (CFI and TLI > 0.90; RMSEA < 0.06). In conclusion, a positive attitude toward learning is positively related to both academic and performance goals and negatively related to social validation goals. These findings suggest that students with strong learning-oriented attitudes rely less on external approval.