publisher
Psychometric properties of a short version of the questionnaire on factors influencing degree completion among Peruvian graduate students
- Source
- Frontiers in Education
- Published
- Last verified
- 14 Aug 2026
- Confidence
- High
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- International
- Relevant to
- Research & Evidence
Executive summary
What happened, and why should leadership care?
This research evaluates the psychometric properties of a short questionnaire designed to assess factors influencing degree completion among Peruvian graduate students. The study addresses the ongoing challenge higher education institutions face with graduate degree completion rates, which impact academic quality, student retention, and institutional efficiency, especially noting the limited robust psychometric evidence in Latin American contexts. It focuses on the internal structure and reliability of the assessment tool.
Why this matters
Why is this strategically important?
Understanding factors influencing graduate degree completion is critical for maintaining academic standards and institutional sustainability. Robust and culturally relevant assessment tools are essential for identifying and addressing issues that impact student progression, thereby safeguarding investment in education and human capital development.
Key insights
What should be noted from the evidence?
- Graduate degree completion is a significant concern for higher education institutions globally.
- Challenges in degree completion affect academic quality, student retention, and institutional efficiency.
- There is a recognized need to understand factors associated with delayed graduation.
- Evidence regarding the psychometric robustness of assessment instruments for these factors is limited in Latin American contexts.
- The study specifically evaluated the internal structure and reliability of a short questionnaire for Peruvian graduate students.
Evidence and confidence
How far can this assessment be trusted?
High confidence. Named institution, original document retained and analysis corroborated.
Analysis is prepared editorially by Aziz Shuaib Ausi. The original publication remains the authoritative record, and executive judgement remains entirely human.
Source
Where does this originate?
Reported by Frontiers in Education · International. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication