Technological skills, self-efficacy, and resilience with SEM model as predictors of investigative skills in Ecuatorian higher-level students
Research skills are essential for academic and professional training in higher education; however, their development faces significant challenges, especially in contexts such as Ecuador, where few studies analyze the factors that shape them. The objective of the study was to determine the extent to...
Guardado en:
| Autores principales: | , |
|---|---|
| Formato: | Artículo |
| Lenguaje: | inglés |
| Publicado: |
2026
|
| Materias: | |
| Acceso en línea: | Descargar el archivo Enlace permanente (DOI o Handle) Enlace permanente (DOI o Handle) |
| Etiquetas: |
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: | Research skills are essential for academic and professional training in higher education; however, their development faces significant challenges, especially in contexts such as Ecuador, where few studies analyze the factors that shape them. The objective of the study was to determine the extent to which technological competencies, academic self-efficacy, and resilience predict research competencies among Ecuadorian higher education students. The methodology applied was an empirical, cross-sectional, correlational, explanatory research with a non-experimental design. The analysis was implemented using the structural equation model (SEM). 517 students from two higher education institutions in Ecuador participated. Four validated instruments were administered: the Digital Competence Questionnaire for Future Teachers (CCDFM), the Perceived Self-Efficacy Scale Specific to Academic Situations (EAPESA), the Brief Resilience Scale (CD-RISC-10), and the Perceived Research Competencies Scale (RPCs). Data were analyzed using SEM, with adjustments evaluated using CFI, RMSEA, and SRMR. Results: The SEM model showed an adequate fit (CFI = 0.901; RMSEA = 0.079 and SRMR = 0.376). Technological competencies (β = 0.51, p < 0.001) and resilience (β = 0.16, p < 0.001) were significant predictors of research competencies, while academic self-efficacy did not show a significant direct relationship (p = 0.157). The correlations showed positive associations among all variables (r = 0.48–0.66, p < 0.001). It is concluded that integrating technological competencies and resilience strategies into university programs strengthens research skills. |
|---|