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

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.