Jose Luis Perez-Brenis
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Research Interests
Jose Luis Perez-Brenis has a total of 5 co-authors. Here are the top co-authors by number of shared publications:
- Ana Fabri Casildo Bedón
Department of Research in Psychology, Peruvian Union University, San Martín 22201, Peru
1 shared publication - Denis Frank Cunza-Aranzábal
Facultad de Ciencias de la Salud, Universidad Peruana Unión
1 shared publication - Robert Ivan Echabaudes-Ilizarbe
Department of Research in Psychology, Peruvian Union University, San Martín 22201, Peru
1 shared publication - Roussel Dulio Dávila-Villavicencio
Professional School of Nursing, Peruvian Union University, San Martín 22201, Peru
1 shared publication - Saulo Andres Salinas Arias
Professional School of Psychology, Universidad Peruana Unión, Tarapoto 22201, Peru
1 shared publication
Latest Publications
- Open Access
- 4 June 2024
- Published by MDPI AG in Education Sciences
- Vol. 14 (6) , 605
Design and Psychometric Properties of the Student Perception of Teacher Care Scale in University Students
Teacher care in the university setting is crucial for the academic, emotional, and social development of students, encompassing moral virtues such as compassion and professional competence. The students’ perception of teacher care directly relates to their well-being and active participation in learning. Despite the recognized importance of teacher care, there is a lack of adequate instruments to measure it, especially in specific cultural and educational contexts like Peru. The aim of this research is to develop and assess the psychometric properties of a scale measuring student perception of teacher care in the Peruvian university context, to provide a valid and reliable tool for future research and educational practices. An instrumental study was conducted with 910 university students aged between 18 and 50 years (M = 20.2, SD = 3.45). The Student Perception of Teacher Care Scale (SPTCS) was used, divided into five dimensions (Compassion, Competence, Confidentiality, Trust, and Awareness). Exploratory (EFA) and confirmatory (CFA) factor analyses were conducted to evaluate the scale’s internal structure, along with reliability analyses and measurement invariance across genders. The EFA identified a four-factor structure reflecting the dimensions of Confidentiality and Trust, Competence, Awareness, and Compassion. The CFA confirmed this structure with good fit indices for four-factor models, which was then adjusted to a five-factor model, one of which is a second-order factor (χ2 = 720.727, df = 369, CFI = 0.951, TLI = 0.946, RMSEA = 0.046, and SRMR = 0.032). Internal reliability was high (α and ω > 0.9 for all factors). Measurement invariance was established across genders, allowing for valid comparisons between men and women. It is concluded that the Student Perception of Teacher Care Scale proves to be a valid and reliable instrument for measuring teacher care in the Peruvian university context. The results emphasize the multidimensionality of teacher care and its significance for the educational environment and student experience. This study contributes to educational research and teaching practice, offering a means to assess and improve caring relationships in higher education.
- 4 June 2024
- Published by MDPI AG in Education Sciences
- Vol. 14 (6) , 605
Open AccessDesign and Psychometric Properties of the Student Perception of Teacher Care Scale in University Students
Teacher care in the university setting is crucial for the academic, emotional, and social development of students, encompassing moral virtues such as compassion and professional competence. The students’ perception of teacher care directly relates to their well-being and active participation in learning. Despite the recognized importance of teacher care, there is a lack of adequate instruments to measure it, especially in specific cultural and educational contexts like Peru. The aim of this research is to develop and assess the psychometric properties of a scale measuring student perception of teacher care in the Peruvian university context, to provide a valid and reliable tool for future research and educational practices. An instrumental study was conducted with 910 university students aged between 18 and 50 years (M = 20.2, SD = 3.45). The Student Perception of Teacher Care Scale (SPTCS) was used, divided into five dimensions (Compassion, Competence, Confidentiality, Trust, and Awareness). Exploratory (EFA) and confirmatory (CFA) factor analyses were conducted to evaluate the scale’s internal structure, along with reliability analyses and measurement invariance across genders. The EFA identified a four-factor structure reflecting the dimensions of Confidentiality and Trust, Competence, Awareness, and Compassion. The CFA confirmed this structure with good fit indices for four-factor models, which was then adjusted to a five-factor model, one of which is a second-order factor (χ2 = 720.727, df = 369, CFI = 0.951, TLI = 0.946, RMSEA = 0.046, and SRMR = 0.032). Internal reliability was high (α and ω > 0.9 for all factors). Measurement invariance was established across genders, allowing for valid comparisons between men and women. It is concluded that the Student Perception of Teacher Care Scale proves to be a valid and reliable instrument for measuring teacher care in the Peruvian university context. The results emphasize the multidimensionality of teacher care and its significance for the educational environment and student experience. This study contributes to educational research and teaching practice, offering a means to assess and improve caring relationships in higher education.