Estimation of autonomy in university students and its relationship with academic performance

María Cristina  Gamboa Mora; Vicky  Ahumada; Anamaría  Montes Gamboa

doi:10.15332/h8k9cy31

Vol. 19 No. 1 (2026)

Published 2025-12-01

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ARTICLES PRODUCT OF THE INVESTIGATION

Estimation of autonomy in university students and its relationship with academic performance

DOI: https://doi.org/10.15332/h8k9cy31

María Cristina Gamboa Mora Universidad Nacional Abierta y a Distancia

Vicky Ahumada Universidad Nacional Abierta y a Distancia

Anamaría Montes Gamboa Universidad Santo Tomás

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Abstract
References

Objective. To estimate the level of autonomy among university students in virtual distance learning environments. Method. A descriptive, analytical, and correlational educational research was conducted using a sample of 430 students. The Autonomy Level Scale, consisting of 67 Likert-type items across 7 dimensions, was validated by calculating Cronbach's alpha, Rasch model analysis (Infit and Outfit), and Confirmatory Factor Analysis to determine each item's contribution. Individual autonomy scores were assigned using the Rasch model. Academic performance was measured via average final grades. Results. The Spearman correlation showed that 16 scale items had a positive correlation between autonomy perception and academic grades. The instrument showed overall reliability, although some items required adjustment to better assess average and extreme values. Additionally, 44.88% of students were classified as autonomous. Conclusion. The Autonomy Level Scale is a reliable tool for measuring autonomy in university students in virtual education, with some recommendations for item modification to improve accuracy.

keywords: autonomía, confiabilidad, educación a distancia, rendimiento académico, instrumento de medida

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Gamboa Mora, M. C. ., Ahumada, V. ., & Montes Gamboa, A. . (2025). Estimation of autonomy in university students and its relationship with academic performance. Revista Interamericana De Investigación Educación Y Pedagogía RIIEP, 19(1), 45-83. https://doi.org/10.15332/h8k9cy31

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