Estrategias académicas y su influencia en el pensamiento crítico de estudiantes de una universidad peruana

Academic strategies and their influence on critical thinking of students at a Peruvian university

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Introducción: En el contexto de la educación superior peruana, el pensamiento crítico constituye una competencia transversal indispensable para la formación de profesionales capaces de analizar información. Objetivo: Determinar cómo influyen las estrategias académicas en el pensamiento crítico de los estudiantes del último año de una universidad peruana, 2025. Metodología: El estudio adoptó un enfoque cuantitativo, nivel explicativo y diseño no experimental de corte transversal. La muestra quedó conformada por 100 alumnos. Se aplicó un cuestionario como instrumento. El análisis de datos el análisis se procesó con SPSS v.26 mediante regresión logística ordinal. Resultados: La prueba de ómnibus evidenció que las estrategias académicas influyen de forma significativa en el pensamiento crítico (χ²=28.958, p<0.001). El coeficiente de Nagelkerke indicó que las estrategias explican el 37.9% del pensamiento crítico. Por dimensiones, la sustantiva alcanzó el mayor poder explicativo (61.1%), seguida de la pragmática (56.6%), dialógica (53.2%), contextual (51.3%) y lógica (37.9%). El odds ratio de 1.310 señaló que un mayor dominio de estrategias eleva en 31% la probabilidad de alcanzar un nivel superior de pensamiento crítico. Conclusión: Las estrategias académicas influyen de forma positiva y significativa en el pensamiento crítico y sus cinco dimensiones, lo que ratifica la necesidad de incorporarlas en la docencia universitaria para fortalecer las habilidades cognitivas de orden superior de los estudiantes.
Introduction: Within the context of Peruvian higher education, critical thinking constitutes an indispensable transversal competency for training professionals capable of analyzing information. Objective: To determine how academic strategies influence the critical thinking of final-year students at a Peruvian university in 2025. Methodology: The study adopted a quantitative approach, an explanatory level, and a non-experimental, cross-sectional design. The sample consisted of 100 students. A questionnaire was used as the data collection instrument. Data were processed using SPSS v.26 via ordinal logistic regression. Results: The omnibus test demonstrated that academic strategies significantly influence critical thinking (χ²=28.958, p<0.001). The Nagelkerke coefficient indicated that these strategies explain 37.9% of critical thinking. Regarding dimensions, the substantive dimension showed the highest explanatory power (61.1%), followed by the pragmatic (56.6%), dialogic (53.2%), contextual (51.3%), and logical (37.9%) dimensions. An odds ratio of 1.310 indicated that greater mastery of these strategies increases the probability of achieving a higher level of critical thinking by 31%. Conclusion: Academic strategies exert a positive and significant influence on critical thinking and its five dimensions; this confirms the need to incorporate them into university teaching to strengthen students' higher-order cognitive skills.

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Caballero Montero, B. H., Caballero Montero, V. E., Espinoza Herrera, E., & Cosi Cruz, E. (2026). Estrategias académicas y su influencia en el pensamiento crítico de estudiantes de una universidad peruana. Revista Tribunal, 6(16), 1-13. https://doi.org/10.59659/revistatribunal.v6i16.530
Número
Vol. 6 Núm. 16 (2026): Tribunal. Revista en Ciencias de la Educación y Ciencias Jurídicas. Julio – Septiembre 2026
Sección
Artículos de Investigación
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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Cómo citar

Caballero Montero, B. H., Caballero Montero, V. E., Espinoza Herrera, E., & Cosi Cruz, E. (2026). Estrategias académicas y su influencia en el pensamiento crítico de estudiantes de una universidad peruana. Revista Tribunal, 6(16), 1-13. https://doi.org/10.59659/revistatribunal.v6i16.530

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