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vertical-align:top"><a id=3D"_w2raibwis5= 7r"></a>1</td><td style=3D"width:17= 2.2pt; padding:0pt 5.4pt; vertical-align:top">Carlos Daniel Encalada Herrera</td><td style=3D"width:1= 0.2pt; padding:0pt 5.4pt; vertical-align:top"> </td><td style=3D"width:189.45= pt; padding:0pt 5.4pt; vertical-align:top">https://orcid.org/0000-0001-5169-7707</td><td style=3D"pad= ding:0pt; vertical-align:top"></td></tr><tr><td style=3D"width:3.45pt; padd= ing:0pt 5.4pt; vertical-align:top"> </td><td colspan=3D"4" style=3D"width:398= .7pt; padding:0pt 5.4pt; vertical-align:top"><img src=3D"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgA= AABQAAAAUCAYAAACNiR0NAAAABHNCSVQICAgIfAhkiAAAAAlwSFlzAAAOxAAADsQBlSsOGwAAA2= lJREFUOI21lEtoXVUUhr+197n3nNzbJN6omdTWRmwbikVq4iMxk0ZU2oGgA1FnQcQiUhUnFqo4c= GIRQUGd+KDY+Jp25ouiGCOxElqjhba0URPzsPQmuY9zzj1nLwcnuU1iQ0f+mzXZe///Wv/aiy1c= BV/83NNOPr/VWHunqO5OVNuNlQVjmZCGjCVhcPHR3q8XrsaVNUITu/KSlu7LFeSpNNZ+57RTjDT= 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width=3D"20" height=3D"20" alt=3D"" style=3D"margin-top:31.95pt; margin-lef= t:182.75pt; position:absolute" />Universidad T=C3=A9cnica de Cotopaxi (UTC), Lata= cunga, Ecuador. Carrera de Mercadotecnia. <a href=3D"mailto:carl= os.encalada4386@utc.edu.ec" style=3D"text-decoration:none">carlos.encalada4386@utc.edu.ec</a> </td></tr><tr><td styl= e=3D"width:3.45pt; padding:0pt 5.4pt; vertical-align:top">2</td><td style=3D"width:172.2pt; padding= :0pt 5.4pt; vertical-align:top">Milton Marcelo Merino-Zurita</span= ></td><td style=3D"width:10.2pt; padding:0pt 5.4pt; vertical-align:top"= > = </td><td style=3D"width:189.45pt; padding:0pt 5.4pt; vertical-align:top"><p= style=3D"margin-bottom:0pt; line-height:normal; font-size:10pt">https://orcid.org/0009-0008-1049-7272</= span></td><td style=3D"padding:0pt; vertical-align:top"></td></tr><tr><= td style=3D"width:3.45pt; padding:0pt 5.4pt; vertical-align:top"> </td><td = colspan=3D"4" style=3D"width:398.7pt; padding:0pt 5.4pt; vertical-align:top= ">Universidad T= =C3=A9cnica de Cotopaxi (UTC), Latacun= ga, Ecuador.Carrera de Mercadotecnia.milton.m= erino@utc.edu.ec</td></tr><tr style=3D"height:0pt"><td style=3D"= width:14.25pt"></td><td style=3D"width:183pt"></td><td style=3D"width:21pt"= ></td><td style=3D"width:200.25pt"></td><td style=3D"width:5.25pt"></td></t= r></table>= </sp= an><table style=3D"width:436.6pt; margin-bottom:0pt; padding:0pt; borde= r-collapse:collapse"><tr><td colspan=3D"6" style=3D"width:162.9pt; padding:= 0pt 5.4pt; vertical-align:top"><a id=3D"_krdq6piz789l"></a> </td><td colspan=3D"2" style=3D"widt= h:252.1pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000= 000; padding:0pt 5.4pt; vertical-align:top">Art=C3=ADculo de Investigaci=C3=B3= n Cient=C3=ADfica y Tecnol=C3=B3gicaEnviado: 14/11/2025Revisado:12/12/2025 = Aceptado: 27/01/2026 <= /p>Publicado: 26/02/2= 026DOI: <a href=3D"https://doi.org= /10.33262/visionariodigital.v10i1.3604" style=3D"text-decoration:none"><spa= n style=3D"color:#000000"> https://doi.org/10.33262/visionariodigital.v10i1.3609 </a><sp= an style=3D"line-height:115%; font-family:'Times New Roman'; font-size:10pt= ; font-weight:bold; text-decoration:underline; color:#0563c1; background-co= lor:#ffffff"> &#= xa0; = 0; </td></tr><tr><td colspan=3D"6" style=3D"widt= h:162.9pt; padding:0pt 5.4pt; vertical-align:top"> </td><td colspan=3D"2" style=3D"width:252.1pt; b= order-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding= :0pt 5.4pt; vertical-align:top"> </td></tr><tr><td style=3D"width:52.2pt; bord= er-top:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"> C=C3=ADtese: </td><td style=3D"width:5.3pt; border-top:= 0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"> </td><td colsp= an=3D"5" style=3D"width:340.95pt; border-top:0.75pt solid #000000; padding:= 0pt 5.4pt; vertical-align:top"> Encalada Herrera, C. D., & Merino Zurita, M= . M. (2026). Estrategias de posicionamiento basadas en los factores determi= nantes que influyen en los bachilleres al momento de elegir la carrera de m= ercadotecnia de la Universidad T=C3=A9cnica de Cotopaxi . 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style=3D"border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0000= 00; clear:both"> VISIONARIO DIGITAL, es una = revista cient=C3=ADfica, trimestral,<sp= an style=3D"line-height:115%; font-family:'Times New Roman'; font-size:8pt"= > que se publicar=C3=A1 en soporte electr=C3=B3nico tiene como <span= style=3D"line-height:115%; font-family:'Times New Roman'; font-size:8pt; f= ont-weight:bold">misi=C3=B3n contribuir a la <= /span> formaci=C3=B3n de profesionales competentes con= visi=C3=B3n human=C3=ADstica y cr=C3=ADtica que sean capaces de exponer su= s resultados investigativos y cient=C3=ADficos en la misma medida que se pr= omueva mediante su intervenci=C3=B3n cambios positivos en la sociedad.</spa= n> <a href=3D"https://visionariodigital.org" style=3D"text-= decoration:none">https://visi= onariodigital.org</a> = La revista es editada por la Editorial Ciencia Digital (Editorial = de prestigio registrada en la C=C3=A1mara Ecuatoriana de Libro con No de Af= iliaci=C3=B3n 663) <a href=3D"http://www.celibro.org.ec" style=3D"te= xt-decoration:none">www.celib= ro.org.ec</a> </div> </td><td style=3D"padding:0pt; ver= tical-align:top"></td></tr><tr style=3D"height:23.65pt"><td style=3D"width:= 52.2pt; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-ali= gn:top"><img src=3D"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAA= E0AAAAcCAYAAAAk2zLiAAAABHNCSVQICAgIfAhkiAAAAAlwSFlzAAAOxAAADsQBlSsOGwAAE1VJ= REFUaIHtmVl4VFW2x3/7nFNThspMCIEQQgIIBBRkaIYWkEFQQbG9Aa+EQRlUtBlaBZtPbMBuVGz= nDuA1eMMgiHyIAsokqJhIEpFJgiaoCVAhQAKVpFJVp6rOvg+VFAkCfr7f9XJS+5y19lr/vaa9In= Rdl2fPnSVgGAgBCBAIgiQbH42/hQDZuEbz7wAhkciggGYkpQzKRSDl1feimTwZZG8Simwp4dptA= VAQIVktXrXY/homrm4i5NUPZUszmtlD0CYpMQIGHVLTUFQFUVl5Vs54bBaj77kbiXH9PRotESL4= bDJdIhv/aHy2xOu3JJsZKiUGEmkYgEBTlOsbLq41vEkvgTQkhiExBCiKQAjRUg3RwoiW/FIBKQl= II2iPAEUoIV4hQAqJlBJFKOzdtZd/Lv0X6ekd0epdDbRvn0pCQsJvQWsyLiDRdR8ejwevruP3+1= EUBU1TCQ8Lw2Q2Y9JUhPI7qEmQUqDrOpcvX+ZKrZP6ujqEULDb7URHR2G3R2Exm2h0ebhGJ8Mw8= 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+m5HK71F4eDj9+/dHURQcDgenT5/G7/czePBgvvzyy9895bi4OGJjYzl79iyZmZk4HA5cLhc9ev= RASsmJEye4fPnyDXVSFIX27dtzyy23UF1dzZUrV/D5fJSXl5Oeno7X6+XXX3+9Lu/OnTsZOXIko= ry8XE6ePPmmija/UF9v/Xrvbiarqc/7I7zXNtbN6Y/Ia95fNpfbXMaN+FesWBGaDv8//UH6Pw/h= 65aldWKXAAAAAElFTkSuQmCC" width=3D"77" height=3D"28" alt=3D"" style=3D"marg= in-top:0.15pt; margin-left:0pt; position:absolute" /> </td><td = style=3D"width:5.3pt; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt= ; vertical-align:top"> </td><td colspan=3D"5" style=3D"width:340.95pt; border= -bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top">Esta revista est=C3=A1 protegida bajo una licencia Creative Com= mons Atribuci=C3=B3n-No Comercial-Compartir Igual 4.0 International. Copia = de la licencia: <a href=3D"https://creativecommons.org/licenses/by-n= c-sa/4.0/deed.es" style=3D"text-decoration:none">https://creativecommons.org/licenses= /by-nc-sa/4.0/deed.es</a> </td><td= style=3D"border-bottom:0.75pt solid #000000; padding:0pt; vertical-align:t= op"></td></tr><tr><td colspan=3D"3" style=3D"width:92.9pt; border-top:0.75p= t solid #000000; padding:0pt 5.4pt; vertical-align:top">Palab= ras clave: <h3 style=3D"margin-top:0pt; line-height:normal">Imagen institucional, int= enci=C3=B3n de elecci=C3=B3n, percepci=C3=B3n estudiantil, marketing educat= ivo, PLS-SEM, elecci=C3=B3n vocacional, universidad p=C3=BAblica.</spa= n></h3><sp= an style=3D"font-family:'Times New Roman'"> </td><td colspa= n=3D"2" style=3D"width:4.15pt; border-top:0.75pt solid #000000; padding:0pt= 5.4pt; vertical-align:top"> </td><td colspan=3D"3" style=3D= "width:307.15pt; border-top:0.75pt solid #000000; border-bottom:0.75pt soli= d #000000; padding:0pt 5.4pt; vertical-align:top">Resumen Introduc= ci=C3=B3n: las univers= idades p=C3=BAblicas regionales enfrentan competencia institucional crecien= te que exige comprender las percepciones de bachilleres sobre carreras ofer= tadas. Factores perceptuales como imagen institucional, econ=C3=B3micos y e= mocionales inciden en la intenci=C3=B3n de elecci=C3=B3n vocacional. </span= >Objetivo:<= /span> analizar percepciones = de bachilleres de Latacunga sobre Mercadotecnia en Universidad T=C3=A9cnica= de Cotopaxi, identificando dimensiones institucionales asociadas a intenci= =C3=B3n de elecci=C3=B3n. Metodolog=C3=ADa: encuadre cuantitativo, dise=C3=B1o no experimental transv= ersal exploratorio-diagn=C3=B3stico (n=3D384 bachilleres p=C3=BAblicos). En= cuesta adaptada de Garc=C3=ADa-Mart=C3=ADnez et al. (2024), PLS-SEM<spa= n style=3D"font-family:'Times New Roman'"> (SmartPLS 4), bootstrapping 5.000 remuestras. <spa= n style=3D"font-family:'Times New Roman'; font-weight:bold">Resultados:</sp= an> modelo explica 52,5% vari= anza intenci=C3=B3n (R=C2=B2=3D0.525, moderada). Significativas: emocional = (=CE=B2=3D0.335, f=C2=B2=3D0.164), econ=C3=B3mica (=CE=B2=3D0.244, f=C2=B2= =3D0.102), imagen (=CE=B2=3D0.165, f=C2=B2=3D0.042), servicios (=CE=B2=3D0.= 129), infraestructura (=CE=B2=3D0.127). No significativa: ubicaci=C3=B3n (= =CE=B2=3D0.067, p=3D0.060). Conclusi=C3=B3n: intenci=C3=B3n multifactorial; priorizar emocional/econ= =C3=B3mica en estrategias, con imagen complementaria. Evidencia contextual = para posicionamiento regional. =C3=81rea general: Ciencias Sociales. Espec=C3=ADfica: Marketing Educativo. Tipo: Art=C3=ADculo original. </td><= /tr><tr><td colspan=3D"4" style=3D"width:96.15pt; padding:0pt 5.4pt; vertic= al-align:top">Keywords: <h2 style=3D"margin-top:0pt; text= -align:left; line-height:115%">Instituti= onal image, </h2><h2 style=3D"margin-top:0pt; text-align:left; line-= height:115%">choice intention, student p= erception, educational marketing, </h2><h2 style=3D"margin-top:0pt; = text-align:left; line-height:115%">PLS-SEM, vocational= choice, </h2><h2 style=3D"margin-top:0pt; text-align:left; line-hei= ght:115%">public university.</h2>= </td= ><td style=3D"width:0.9pt; padding:0pt 5.4pt; vertical-align:top"> </s= pan></td><td colspan=3D"3" style=3D"width:307.15pt; border-top:0.75pt s= olid #000000; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertic= al-align:top">AbstractIntroduction: regional public universities face growing institutio= nal competition, requiring insight into high school students' perceptions o= f offered programs. Perceptual factors such as institutional image, economi= c considerations, and emotional aspects influence vocational choice intenti= on. = Objective: to analyze = Latacunga high school students' perceptions of the Marketing program at Uni= versidad T=C3=A9cnica de Cotopaxi, identifying associated institutional dim= ensions. Methodology: quan= titative approach, non-experimental cross-sectional exploratory-diagnostic = design (n=3D380 public high school students). Adapted survey from Garc=C3= =ADa-Mart=C3=ADnez et al. (2024), PLS-SEM (SmartPLS 4), 5,000 bootstrap resamples. Results: model explains 52.5% of choice intention variance (R=C2=B2= =3D0.525, moderate). Significant: emotional (=CE=B2=3D0.335, f=C2=B2=3D0.16= 4), economic (=CE=B2=3D0.244, f=C2=B2=3D0.102), image (=CE=B2=3D0.165, f=C2= =B2=3D0.042), services (=CE=B2=3D0.129), infrastructure (=CE=B2=3D0.127). N= on-significant: location (=CE=B2=3D0.067, p=3D0.060). Conclusion: choice intention is multifactorial;= prioritize emotional/economic factors in strategies, with image as complem= entary. Contextual evidence for regional positioning. General Area:<span= style=3D"font-family:'Times New Roman'"> Social Sciences. Specific:<spa= n style=3D"font-family:'Times New Roman'"> Educational Marketing. <s= pan style=3D"font-family:'Times New Roman'; font-weight:bold">Type: = Original article.<= p style=3D"margin-bottom:0pt; text-align:justify; line-height:115%; font-si= ze:12pt"> </t= d></tr><tr style=3D"height:0pt"><td style=3D"width:63pt"></td><td style=3D"= width:16.1pt"></td><td style=3D"width:24.6pt"></td><td style=3D"width:3.25p= t"></td><td style=3D"width:11.7pt"></td><td style=3D"width:55.05pt"></td><t= d style=3D"width:257.15pt"></td><td style=3D"width:5.75pt"></td></tr></tabl= e><h1 style=3D"margin-top:0pt; margin-left:36pt; margin-bottom:10pt; text-a= lign:justify; page-break-inside:auto; page-break-after:auto; line-height:11= 5%; widows:0; orphans:0; font-size:12pt"> </h1><h1 style=3D= "margin-top:0pt; margin-left:21.3pt; margin-bottom:10pt; text-indent:-18pt;= text-align:justify; page-break-inside:auto; page-break-after:auto; line-he= ight:115%; widows:0; orphans:0; font-size:12pt">1.<= span style=3D"width:9pt; font:7pt 'Times New Roman'; display:inline-block">= Introducci=C3=B3n</h1><h1 = style=3D"margin-top:0pt; margin-bottom:10pt; text-align:justify; page-break= -inside:auto; page-break-after:auto; line-height:115%; widows:0; orphans:0;= font-size:12pt">Las universidades p=C3=BAblicas regionales enfrentan un escenario de cre= ciente competencia institucional que no s=C3=B3lo deriva de la expansi=C3= =B3n de la oferta acad=C3=A9mica, sino de la dificultad para traducir sus p= royectos formativos en propuestas comprensibles y diferenciadas ante estudi= antes de bachillerato. En contextos donde m=C3=BAltiples instituciones disp= utan un n=C3=BAmero limitado de aspirantes, la permanencia de las carreras = depende progresivamente de la capacidad para construir procesos de comunica= ci=C3=B3n institucional coherentes con las percepciones que los bachilleres= desarrollan durante su proceso de elecci=C3=B3n vocacional. Guerra-Peralta= & M=C3=BCller-P=C3=A9rez (2024) se=C3=B1alaron que las acciones de mar= keting en universidades privadas tienden a enfocarse en la construcci=C3=B3= n de marca, mientras que las instituciones p=C3=BAblicas deben priorizar la= congruencia entre el alegato institucional y la pericia formativa verifica= ble. Esta diferenciaci=C3=B3n adquiere particular relevancia en ciudades in= termedias, donde la cercan=C3=ADa geogr=C3=A1fica con polos educativos de m= ayor tama=C3=B1o intensifica la disputa por captar estudiantes.</h1>= <h1 style=3D"margin-top:0pt; margin-bottom:10pt; text-align:justify; page-b= reak-inside:auto; page-break-after:auto; line-height:115%; widows:0; orphan= s:0; font-size:12pt">La percepci=C3=B3n que los estudiantes construyen sobre una instituc= i=C3=B3n y su oferta acad=C3=A9mica constituye un proceso progresivo en el = que intervienen dimensiones tanto institucionales como contextuales. Distin= tas indagaciones marcaron factores como la imagen de la universidad, la acc= esibilidad monetaria, la calidad de los servicios ofertados, la experiencia= formativa previa, cuya influencia en la intenci=C3=B3n de elegir la carrer= a var=C3=ADa seg=C3=BAn el contexto analizado, aunque su influencia var=C3= =ADa seg=C3=BAn el contexto bajo an=C3=A1lisis. Garc=C3=ADa-Mart=C3=ADnez e= t al. (2024) al examinar los factores determinantes en la elecci=C3=B3n uni= versitaria mediante ecuaciones estructurales, identificaron que las dimensi= ones funcionales relacionadas con servicios acad=C3=A9micos y factores econ= =C3=B3micos presentan mayor capacidad explicita que elementos simb=C3=B3lic= os como el prestigio institucional. En modo de agregaci=C3=B3n, Ccorisapra = et al. (2022) apreciaron que la imagen de la universidad no act=C3=BAa de f= orma aislada sino que, tiene v=C3=ADnculo con la calidad de los servicios o= fertados para inmiscuirse en la satisfacci=C3=B3n acad=C3=A9mica de los est= udiantes.</h1><h1 style=3D"margin-top:0pt; margin-bottom:10pt; text-= align:justify; page-break-inside:auto; page-break-after:auto; line-height:1= 15%; widows:0; orphans:0; font-size:12pt">Los estudios m=C3=A1s cercanos a contextos lati= noamericanos advirtieron sobre la necesidad de adoptar encuadres explorator= ios y contextualizados al analizar la elecci=C3=B3n de carrera. Franco &= ; Polanco (2023) se=C3=B1alan que los modelos explicativos desarrollados en= ciertos contextos no mantienen el mismo comportamiento cuando se aplican e= n escenarios educativos distintos, lo que obliga a interpretar los hallazgo= s con precauci=C3=B3n y a evitar generalizaciones autom=C3=A1ticas. En esta= misma l=C3=ADnea Far=C3=ADas-Mart=C3=ADnez (2016) advierte que las trayect= orias estudiantiles y las condiciones del entorno se manejan de forma compl= eja, por lo que los procesos de decisi=C3=B3n vocacional deben analizarse c= onsiderando la diversidad de factores intr=C3=ADnsecos y externos que englo= ban el contexto espec=C3=ADfico de cada instituci=C3=B3n.</h1><h1 st= yle=3D"margin-top:0pt; margin-bottom:10pt; text-align:justify; page-break-i= nside:auto; page-break-after:auto; line-height:115%; widows:0; orphans:0; f= ont-size:12pt">La evidencia de la que se dispone no es concluyente en cuanto a la importa= ncia que supone las universidades p=C3=BAblicas regionales. Indagaciones de= sarrolladas en la provincia de Cotopaxi denotaron factores generales vincul= ados con la elecci=C3=B3n de la carrera de mercadotecnia, pero no ahondaron= en la estructura relacional de estas variables su contribuci=C3=B3n difier= e de la intenci=C3=B3n de elecci=C3=B3n (=C3=81lvarez & Villa, 2018). C= asanoves-Boix et al. (2025) indicaron que las universidades p=C3=BAblicas p= oseen desaf=C3=ADos espec=C3=ADficos para la elaboraci=C3=B3n de valor de m= arca dado sus limitantes normativas y de presupuesto, lo que marca el reque= rimiento de comprender c=C3=B3mo operan en realidad las dimensiones de la i= nstituci=C3=B3n con recursos limitados y una competencia educativa alta.</s= pan></h1><h1 style=3D"margin-top:0pt; margin-bottom:10pt; text-align:justif= y; page-break-inside:auto; page-break-after:auto; line-height:115%; widows:= 0; orphans:0; font-size:12pt"><a id=3D"_p90034b33eb"></a>Desde un encuadre metodol=C3=B3g= ico, el PLS-SEM demostraron ser una herramienta adecuada para abordar = fen=C3=B3menos complejos en la educaci=C3=B3n, teniendo en cuenta lo que so= n las relaciones entre las variables y la existencia de variables latentes = o es s=C3=B3lo el modelo te=C3=B3rico que genera evidencias que nos permiti= eran estimar no solo n=C3=BAcleos asociados a la variable dependiente, sino= tambi=C3=A9n n=C3=BAcleos relevantes en contextos exploratorios, sin supon= er distribuciones estrictamente param=C3=A9tricas (Hair et al., 2022). Verd= ezoto et al. (2025) indicaron que los diagn=C3=B3sticos emp=C3=ADricos basa= dos en evidencias cuantitativas permiten a las instituciones priorizar acci= ones que tengan mayor congruencia con las estrategias cuando se enfrentan a= entornos saturados y limitados econ=C3=B3micamente.</h1><h1 style= =3D"margin-top:0pt; margin-bottom:10pt; text-align:justify; page-break-insi= de:auto; page-break-after:auto; line-height:115%; widows:0; orphans:0; font= -size:12pt"><a id=3D"_mmv6583h4erg"></a>A la vista de este vac=C3=ADo emp=C3=ADrico, la i= nvestigaci=C3=B3n opta por un dise=C3=B1o cuantitativo de tipo exploratorio= - diagn=C3=B3stico con el prop=C3=B3sito de investigar la forma en que per= ciben los estudiantes de segundo de bachillerato de la ciudad de Latacunga = la carrera de mercadotecnia de la Universidad T=C3=A9cn= ica de Cotopaxi, indagando las dimensiones institucionales vinculadas con la inten= ci=C3=B3n de elecci=C3=B3n de esta oferta acad=C3=A9mica. Este examen no pe= rsigue la soluci=C3=B3n del problema del reclutamiento estudiantil ni las p= ropuestas de estrategias operativas; sino generar evidencia emp=C3=ADrica c= ontextual que sirva de insumo para la reflexi=C3=B3n institucional y para n= uevas indagaciones que completen el entendimiento de estos procesos de deci= si=C3=B3n complejos. </h1><h1 style=3D"margin-top:0pt; margin-bottom= :10pt; text-align:justify; page-break-inside:auto; page-break-after:auto; l= ine-height:115%; widows:0; orphans:0; font-size:12pt"><a id=3D"_4oia15rv41w= "></a>Aunque e= l t=C3=ADtulo hace referencia a estrategias de posicionamiento, en este est= udio dicho concepto se emplea con un enfoque anal=C3=ADtico. La investigaci= =C3=B3n se desarrolla bajo un dise=C3=B1o exploratorio=E2=80=93diagn=C3=B3s= tico y se centra en identificar los factores institucionales que se relacio= nan con la intenci=C3=B3n de elecci=C3=B3n de la carrera de mercadotecnia, = sin con ello plantear la formulaci=C3=B3n ni la aplicaci=C3=B3n directa de = estrategias institucionales. Por lo tanto, los resultados aportan evidencia= emp=C3=ADrica que permite comprender el fen=C3=B3meno estudiado y servir c= omo base para reflexiones posteriores, m=C3=A1s que constituir una propuest= a operativa o un plan de acci=C3=B3n definido.</h1><h1 style=3D"marg= in-top:0pt; margin-left:21.3pt; margin-bottom:10pt; text-indent:-18pt; text= -align:justify; page-break-inside:auto; page-break-after:auto; line-height:= 115%; widows:0; orphans:0; font-size:12pt">2.</sp= an> <a id=3D"_yxc9ve8dww2b"></a><span= style=3D"font-family:'Times New Roman'; font-weight:bold; color:#000000">M= etodolog=C3=ADa</h1>El dise=C3=B1o metodol=C3=B3gico de la invest= igaci=C3=B3n se sustent=C3=B3 en un encuadre cuantitativo de car=C3=A1cter = exploratorio - diagn=C3=B3stico, el cual fue elaborado mediante un corte tr= ansversal que sirvi=C3=B3 para registrar percepciones institucionales en un= determinado momento del ciclo educativo. La elecci=C3=B3n de este encuadre= estuvo vinculada al inter=C3=A9s de determinar dimensiones de percepci=C3= =B3n asociadas a la intenci=C3=B3n de elecci=C3=B3n de carrera profesional,= sin espera de la definici=C3=B3n de relaciones causa-efecto, acorde lo se= =C3=B1alado por Aggarwal, & Ranganathan (2019) los cuales explican que = este dise=C3=B1o corresponde a estudios de an=C3=A1lisis de patrones de aso= ciaci=C3=B3n en un contexto determinado. El car=C3=A1cter exploratorio del = estudio se justifica por la escasez de evidencia emp=C3=ADrica previa sobre= la estructura relacional de variables institucionales en universidades p= =C3=BAblicas regionales ecuatorianas, particularmente en el =C3=A1mbito de = las carreras de mercadotecnia.<s= pan style=3D"font-family:'Times New Roman'">La poblaci=C3=B3n objetivo estu= vo conformada por estudiantes de segundo y tercer a=C3=B1o de bachillerato = matriculados en instituciones de educaci=C3=B3n p=C3=BAblicas de la zona ur= bana de Latacunga, provincia de Cotopaxi, durante el per=C3=ADodo lectivo 2= 024=E2=80=932025. De acuerdo con datos oficiales de la Direcci=C3=B3n Distr= ital 05D01 Latacunga-Educaci=C3=B3n (Ministerio de Educaci=C3=B3n del Ecuad= or, 2024) el universo poblacional comprende aproximadamente 50.000 estudian= tes en educaci=C3=B3n ordinaria y m=C3=A1s de 4.000 bachilleres titulados a= nualmente, lo que evidencia la magnitud del segmento analizado. La muestra = indic=C3=B3 mediante un muestreo probabil=C3=ADstico estratificado por inst= ituci=C3=B3n educativa y curso, entrando con un perfil de confianza del 95%= , un perfil de error del 5% y una proporci=C3=B3n esperada de 0.5, siguiend= o los criterios est=C3=A1ndar para estimaciones muestrales cuando se descon= oce la distribuci=C3=B3n poblacional real (Taherdoost, 2017). El tama=C3=B1= o muestral resultante fue de 384 estudiantes, n=C3=BAmero que proporciona e= stabilidad estad=C3=ADstica suficiente para la valoraci=C3=B3n de modelos e= structurales mediante PLS-SEM, conforme a las recomendaciones de Andrade (2020).Los c= riterios incluyentes consideraron exclusivamente a estudiantes de segundo y= tercer a=C3=B1o de bachillerato presentes durante la aplicaci=C3=B3n del i= nstrumento y que acordaron participar a su voluntad. Se excluyeron estudian= tes ausentes en el momento de la recolecci=C3=B3n y aquellos que decidieron= no participar. No se aplicaron criterios de eliminaci=C3=B3n post colecci= =C3=B3n, dado que todos los cuestionarios fueron completados adecuadamente = y cumplieron con los requisitos de integridad anal=C3=ADtica. El estudio co= nt=C3=B3 con autorizaci=C3=B3n formal de la Direcci=C3=B3n Distrital 05D01 = Latacunga-Educaci=C3=B3n (Ministerio de Educaci=C3=B3n del Ecuador, 2024) c= umpliendo con los est=C3=A1ndares =C3=A9ticos y administrativos exigidos pa= ra indagaciones en contextos educativos. Antes de la aplicaci=C3=B3n del in= strumento, los participantes fueron informados verbalmente sobre los objeto= s acad=C3=A9micos del estudio, el car=C3=A1cter de voluntad de su participa= ci=C3=B3n y las medidas de confidencialidad pertinentes, obteni=C3=A9ndose = consentimiento informado de cada uno de ellos. No se solicit=C3=B3 informac= i=C3=B3n personal identificable, garantizando el anonimato conforme a princ= ipios =C3=A9ticos en investigaci=C3=B3n psicol=C3=B3gica y educativa.</span= >Dentro de cada estrato definido por instituci=C3=B3n educativa y cu= rso, se realiz=C3=B3 una selecci=C3=B3n aleatoria de aulas y estudiantes du= rante el operativo de campo, los d=C3=ADas 30 de junio y 1 de julio de 2024= . No se estableci=C3=B3 de antemano una lista predefinida de participantes = espec=C3=ADficos, sino que se procedi=C3=B3 a la elecci=C3=B3n aleatoria di= recta en el sitio, utilizando procedimientos simples como selecci=C3=B3n po= r sorteo de n=C3=BAmeros o posiciones en listas de asistencia proporcionada= s por los docentes responsables de cada aula. Esta aproximaci=C3=B3n garant= iz=C3=B3 que todos los estudiantes elegibles en las unidades estratificadas= tuvieran una probabilidad equivalente de ser incluidos en la muestra, alin= e=C3=A1ndose con los principios de representatividad del muestreo probabil= =C3=ADstico estratificado. La aplicaci=C3=B3n del cuestionario se realiz=C3= =B3 presencialmente, aula por aula, durante el horario acad=C3=A9mico habit= ual, con el acompa=C3=B1amiento del docente a cargo, quien facilit=C3=B3 el= acceso a los grupos seleccionados.La t=C3=A9cnica principal = de recopilaci=C3=B3n de datos fue una encuesta estructurada basada en la ad= aptaci=C3=B3n contextual del modelo psicom=C3=A9trico propuesto por Garc=C3= =ADa-Mart=C3=ADnez et al. (2024) quienes validaron un instrumento multidime= nsional para analizar caracter=C3=ADsticas claves en la elecci=C3=B3n de ca= rrera universitaria mediante ecuaciones estructurales. El cuestionario pres= erv=C3=B3 la estructura te=C3=B3rica original del constructo, manteniendo l= as seis dimensiones institucionales previamente establecidas en la literatu= ra: imagen institucional, factor econ=C3=B3mico, factor emocional, infraest= ructura, servicios y ubicaci=C3=B3n. Las adaptaciones realizadas incluyeron= ajustes de lenguaje y redacci=C3=B3n para facilitar la comprensi=C3=B3n po= r parte de bachilleres ecuatorianos, sin alterar el significado te=C3=B3ric= o ni la l=C3=B3gica del constructo medido, siguiendo mejores pr=C3=A1cticas= de adaptaci=C3=B3n transcultural de instrumentos que aseguran equivalencia= conceptual y funcional (Cruchinho et al., 2024).El instrumen= to final incluy=C3=B3 20 =C3=ADtems distribuidos de la siguiente manera: 16= =C3=ADtems correspondientes a las seis dimensiones latentes independientes= (imagen institucional, factor econ=C3=B3mico, factor emocional, infraestru= ctura, servicios y ubicaci=C3=B3n), 3 =C3=ADtems para medir la variable dep= endiente (intenci=C3=B3n de elecci=C3=B3n de carrera) y 1 =C3=ADtem adicion= al incorporado para reforzar una de las dimensiones con menor n=C3=BAmero d= e indicadores, manteniendo intacta la estructura conceptual propuesta por G= arc=C3=ADa-Mart=C3=ADnez et al. (2024). En congruencia con el instrumento o= riginal validado por expertos, la dimensi=C3=B3n ubicaci=C3=B3n se conserv= =C3=B3 con dos =C3=ADtems, mientras que las dem=C3=A1s dimensiones contaron= con al menos tres indicadores cada una. Esta adaptaci=C3=B3n menor no alte= ra la validez psicom=C3=A9trica del cuestionario de referencia, ya que Hair= et al. (2022) establecen que los constructos reflectivos en PLS-SEM<sp= an style=3D"font-family:'Times New Roman'"> mantienen su fiabilidad y estab= ilidad con dos o m=C3=A1s indicadores bien cargados, especialmente cuando s= e parte de escalas previamente verificadas. Todos los =C3=ADtems se analiza= ron mediante una escala tipo Likert de cinco puntos (1 =3D Totalmente en de= sacuerdo; 5 =3D Totalmente de acuerdo).La aplicaci=C3=B3n del= cuestionario se realiz=C3=B3 presencialmente, aula por aula, durante el ho= rario acad=C3=A9mico habitual los d=C3=ADas 30 de junio y 1 de julio de 202= 4, contando con el acompa=C3=B1amiento del docente a cargo en cada aula, qu= ien facilit=C3=B3 la invitaci=C3=B3n voluntaria a participar. Una vez final= izada la recolecci=C3=B3n, la base de datos fue exportada al software </spa= n>IBM SPSS Statistics versi=C3=B3n 31 para realizar el preprocesamiento, que inc= luy=C3=B3 verificaci=C3=B3n de codificaci=C3=B3n correcta, ausencia de valo= res fuera de rango e inspecci=C3=B3n de consistencia y completitud de casos= . Posteriormente se emple=C3=B3 estad=C3=ADstica descriptiva para estimar l= a muestra mediante frecuencias y porcentajes para variables sociodemogr=C3= =A1ficas.Para evaluar el modelo te=C3=B3rico se utiliz=C3=B3 = PLS= -SEM mediante el softw= are SmartPLS 4, t=C3=A9cn= ica estad=C3=ADstica de modelaci=C3=B3n de ecuaciones estructurales basada = en m=C3=ADnimos cuadrados parciales que permite estimar relaciones compleja= s entre variables latentes sin requerir distribuci=C3=B3n normal multivaria= nte estricta. La selecci=C3=B3n de PLS-SEM como t=C3=A9cnica anal=C3=ADtica se fundamenta en tres cr= iterios metodol=C3=B3gicos. Primero, el car=C3=A1cter exploratorio del estu= dio, que busca identificar asociaciones entre dimensiones institucionales s= in asumir relaciones causales predeterminadas. Segundo, la naturaleza laten= te de los constructos analizados, que requieren ser operacionalizados media= nte m=C3=BAltiples indicadores observables. Tercero, el tama=C3=B1o muestra= l moderado (n=3D384), que, si bien es suficiente para an=C3=A1lisis estruct= urales, resulta m=C3=A1s adecuado para t=C3=A9cnicas basadas en varianza qu= e para aquellas basadas en covarianza, tal como documentan Hair et al. (202= 2) en su revisi=C3=B3n de aplicaciones de PLS-SEM en ciencias sociales.La evaluaci=C3= =B3n del modelo contempl=C3=B3 dos fases distintas. En la primera fase se e= valu=C3=B3 el modelo de medici=C3=B3n mediante an=C3=A1lisis de cargas fact= oriales est=C3=A1ndar (=CE=BB) de cada indicador, evaluaci=C3=B3n de fiabil= idad interna mediante coeficiente alfa de Cronbach y Fiabilidad Compue= sta (CR), y evaluaci= =C3=B3n de validez convergente y discriminante a trav=C3=A9s de la varianza= media extra=C3=ADda (AVE= ) y el criterio heterorasgo=E2=80=93monorasgo (HTMT), siguiendo los criterios metodol=C3=B3gicos act= uales para modelos reflectivos establecidos por Henseler et al. (2015). En = la segunda fase se evalu=C3=B3 el modelo estructural mediante estimaci=C3= =B3n de coeficientes de trayectoria (=CE=B2), an=C3=A1lisis del coeficiente= de determinaci=C3=B3n (R=C2=B2), c=C3=A1lculo de tama=C3=B1os del efecto (= f=C2=B2) y realizaci=C3=B3n de bootstrapping con 5.000 remuestras para esti= mar la significancia estad=C3=ADstica de los efectos estructurales, proporc= ionando robustez a las pruebas de hip=C3=B3tesis.Cabe se=C3= =B1alar que el estudio presenta limitaciones inherentes a su dise=C3=B1o. L= os resultados se circunscriben al contexto urbano espec=C3=ADfico de Latacu= nga y al segmento de estudiantes de instituciones p=C3=BAblicas, por lo que= su generalizaci=C3=B3n a otros contextos educativos debe realizarse con pr= ecauci=C3=B3n. Adicionalmente, el dise=C3=B1o transversal captura percepcio= nes en un momento espec=C3=ADfico, sin permitir evaluar la estabilidad temp= oral de las asociaciones identificadas. Manulat (2025) sugieren que indagac= iones futuras podr=C3=ADan incorporar dise=C3=B1os longitudinales y variabl= es psicol=C3=B3gicas y familiares adicionales para ampliar la capacidad exp= licativa de los modelos exploratorios en contextos educativos. No obstante,= el encuadre adoptado resulta apropiado para el objeto diagn=C3=B3stico del= estudio, que busca identificar dimensiones institucionales relevantes como= insumo para futuros an=C3=A1lisis, sin pretender generar modelos predictiv= os robustos o evaluaciones causales definitivas.<h1 style=3D"mar= gin-top:0pt; margin-left:21.3pt; margin-bottom:10pt; text-indent:-18pt; tex= t-align:justify; page-break-inside:auto; page-break-after:auto; line-height= :115%; widows:0; orphans:0; font-size:12pt">3.</s= pan> <a id=3D"_adgncl6pzcen"></a><spa= n style=3D"font-family:'Times New Roman'; font-weight:bold; color:#000000">= Resultados</h1>La presente secci=C3=B3n expone los hallazgos obte= nidos mediante PLS-SEM, s= iguiendo la secuencia metodol=C3=B3gica recomendada por Hair et al. (2022):= evaluaci=C3=B3n del modelo de medici=C3=B3n, an=C3=A1lisis del modelo estr= uctural, pruebas de significancia mediante bootstrapping y estimaci=C3=B3n de tama=C3=B1os del efect= o. Los resultados se presentan sin interpretaciones sustantivas, reservando= el an=C3=A1lisis cr=C3=ADtico para la secci=C3=B3n de discusi=C3=B3n.</spa= n>Desde el punto de vista del modelo de medici=C3=B3n, se especifica= bajo un modo reflexivo, asumiendo que los constructos latentes se dejan ve= r c=C3=B3mo sus indicadores observables. En esta evaluaci=C3=B3n se tom=C3= =B3 en consideraci=C3=B3n en t=C3=A9rminos de evaluaci=C3=B3n tres criterio= s: fiabilidad interna, validez convergente y validez discriminante.<= /p>La fiabilidad interna de los constructos se analiz=C3=B3 por medio de= l coeficiente alfa de Cronbach (=CE=B1) y la Fiabilidad Compuesta (CR). Los valores obtenidos oscilan entre =CE=B1 = =3D 0.852 y =CE=B1 =3D 0.901 para alfa de Cronbach, y entre CR =3D 0.872 y CR =3D 0.923 para fiabilidad compuest= a, superando en todos los casos los umbrales m=C3=ADnimos recomendados (=CE= =B1 =E2=89=A5 0.70; CR =E2=89=A5 0.70) establecidos en la literatura metodo= l=C3=B3gica para estudios aplicados en ciencias sociales (Henseler et al., 2015).La= validez convergente se concluy=C3=B3 por medio de la Varianza Media E= xtra=C3=ADda (AVE). To= dos los constructos presentan valores de AVE superiores a 0.50 (rango: 0.628 -- 0.748), lo que indic= a que cada constructo expresa m=C3=A1s de la mitad de la varianza de sus se= =C3=B1ales asociadas. Las cargas factoriales externas estandarizadas (=CE= =BB) de los =C3=ADtems se mantienen dentro del rango aceptable, con valores= entre 0.742 y 0.891. Los valores espec=C3=ADficos se detallan en la </span= ><a href=3D"#tabla1" style=3D"text-decoration:none">Tabla 1</a>. <a id=3D"tabla1"><spa= n style=3D"font-family:'Times New Roman'; font-weight:bold">Tabla 1<= /a> Fiabilidad y validez convergente del modelo de medici=C3=B3n</s= pan><table style=3D"width:425.2pt; margin-right:auto; margin-left:auto;= margin-bottom:0pt; padding:0pt; border-collapse:collapse"><tr><td style=3D= "width:102.3pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid= #000000; padding:2pt; vertical-align:bottom">Constructo</td><td style=3D"width:10= 2.3pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000;= padding:2pt; vertical-align:bottom">a</td><td style=3D"width:10= 2.3pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000;= padding:2pt; vertical-align:bottom">CR</td><td style=3D"width:1= 02.3pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000= ; padding:2pt; vertical-align:bottom">AVE</td></tr><tr><td style= =3D"width:102.3pt; border-top:0.75pt solid #000000; padding:2pt; vertical-a= lign:bottom">Econ= =C3=B3mico</td><td style=3D"width:102.3pt; border-top:0.75pt sol= id #000000; padding:2pt; vertical-align:bottom">865</td><td styl= e=3D"width:102.3pt; border-top:0.75pt solid #000000; padding:2pt; vertical-= align:bottom">918</td><td style=3D"width:102.3pt; border-top:0.7= 5pt solid #000000; padding:2pt; vertical-align:bottom">788</td><= /tr><tr><td style=3D"width:102.3pt; padding:2pt; vertical-align:bottom">Emocional<= /td><td style=3D"width:102.3pt; padding:2pt; vertical-align:bottom">894</sp= an></td><td style=3D"width:102.3pt; padding:2pt; vertical-align:bottom"= >934</td><td style=3D"width:102.3pt; padding:2pt; vertical-align= :bottom">824</td></tr><tr><td style=3D"width:102.3pt; padding:2p= t; vertical-align:bottom">Imagen institucional</td><td style=3D"width:102.3pt; pad= ding:2pt; vertical-align:bottom">896</td><td style=3D"width:10= 2.3pt; padding:2pt; vertical-align:bottom"><sp= an style=3D"font-family:'Times New Roman'">935</td><td style=3D"= width:102.3pt; padding:2pt; vertical-align:bottom">827</td></tr>= <tr><td style=3D"width:102.3pt; padding:2pt; vertical-align:bottom">Infraestructura</p= ></td><td style=3D"width:102.3pt; padding:2pt; vertical-align:bottom">875</= span></td><td style=3D"width:102.3pt; padding:2pt; vertical-align:botto= m">923</td><td style=3D"width:102.3pt; padding:2pt; vertical-ali= gn:bottom">799</td></tr><tr><td style=3D"width:102.3pt; padding:= 2pt; vertical-align:bottom">Servicios</td><td style=3D"width:102.3pt; padding:2pt;= vertical-align:bottom">892</td><td style=3D"width:102.3pt; padd= ing:2pt; vertical-align:bottom">933</td><td style=3D"width:102.3= pt; padding:2pt; vertical-align:bottom">822</td></tr><tr><td sty= le=3D"width:102.3pt; padding:2pt; vertical-align:bottom">Ubicaci=C3=B3n</td><td st= yle=3D"width:102.3pt; padding:2pt; vertical-align:bottom">857</t= d><td style=3D"width:102.3pt; padding:2pt; vertical-align:bottom">933</spa= n></td><td style=3D"width:102.3pt; padding:2pt; vertical-align:bottom">= = 874</td></tr><tr><td style=3D"width:102.3pt; padding:2pt; vertic= al-align:bottom">I= ntenci=C3=B3n de elecci=C3=B3n</td><td style=3D"width:102.3pt; p= adding:2pt; vertical-align:bottom">919</td><td style=3D"width:10= 2.3pt; padding:2pt; vertical-align:bottom"><sp= an style=3D"font-family:'Times New Roman'">949</td><td style=3D"= width:102.3pt; padding:2pt; vertical-align:bottom">861</td></tr>= <tr><td style=3D"width:102.3pt; border-bottom:0.75pt solid #000000; padding= :2pt; vertical-align:bottom">Econ=C3=B3mico</td><td style=3D"width:102.3pt; border= -bottom:0.75pt solid #000000; padding:2pt; vertical-align:bottom">865</spa= n></td><td style=3D"width:102.3pt; border-bottom:0.75pt solid #000000; = padding:2pt; vertical-align:bottom">918</td><td style=3D"width:1= 02.3pt; border-bottom:0.75pt solid #000000; padding:2pt; vertical-align:bot= tom">788</td></tr></table>Nota: =CE=B1 =3D Alfa de Cronbach; CR =3D Fiabilidad compuest= a; AVE =3D Varianza media extra=C3=ADda.La conclusi=C3=B3n discriminante se eval= u=C3=B3 mediante el criterio heterorasgo =E2=80=93 mono rasgo (HTMT<spa= n style=3D"font-family:'Times New Roman'">). Los valores HTMT entre constructos oscilan entre 0.247 = y 0.782, situ=C3=A1ndose por debajo del umbral conservador de 0.85 establec= ido por Henseler et al. (2015). Este resultado confirma que los constructos= son emp=C3=ADricamente distintos entre s=C3=AD y no presentan solapamiento= conceptual significativo. La matriz HTMT se presenta en la <a href=3D"#tabla2" style=3D"text= -decoration:none">Tabla 2</sp= an></a>.<a id=3D"tabla2">Tabla 2</a> Validez discriminante del modelo (criterio= HTMT)<table style=3D"width:426pt; margin-bottom:0pt; padding:0p= t; border-collapse:collapse"><tr><td style=3D"width:62pt; border-top:0.75pt= solid #000000; border-bottom:0.75pt solid #000000; padding:2pt; vertical-a= lign:bottom">Constructo</td><td style=3D"width:45.5pt; border-to= p:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:2pt; ve= rtical-align:bottom">Econ=C3=B3mico</td><td style=3D"width:48.5p= t; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pad= ding:2pt; vertical-align:bottom">Emocional</td><td style=3D"wi= dth:39.5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #00= 0000; padding:2pt; vertical-align:bottom"><spa= n style=3D"font-family:'Times New Roman'">Imagen</td><td style= =3D"width:64.25pt; border-top:0.75pt solid #000000; border-bottom:0.75pt so= lid #000000; padding:2pt; vertical-align:bottom">Infraestructura= </td><td style=3D"width:43.25pt; border-top:0.75pt solid #000000; border-bo= ttom:0.75pt solid #000000; padding:2pt; vertical-align:bottom">Intenci=C3= =B3n</td><td style=3D"width:44.75pt; border-top:0.75pt solid #00= 0000; border-bottom:0.75pt solid #000000; padding:2pt; vertical-align:botto= m">Servicios</td><td style=3D"width:46.25pt; border-top:0.75pt s= olid #000000; border-bottom:0.75pt solid #000000; padding:2pt; vertical-ali= gn:bottom">Ubicaci=C3=B3n</td></tr><tr><td style=3D"width:62pt; = border-top:0.75pt solid #000000; padding:2pt; vertical-align:bottom">Econ=C3=B3mico= </td><td style=3D"width:45.5pt; border-top:0.75pt solid #000000; padding:2p= t; vertical-align:bottom">=E2=80=94</td><td style=3D"width:48.5pt; border-top:0.75p= t solid #000000; padding:2pt; vertical-align:bottom"> </td><td style=3D"width= :39.5pt; border-top:0.75pt solid #000000; padding:2pt; vertical-align:botto= m"> </p= ></td><td style=3D"width:64.25pt; border-top:0.75pt solid #000000; padding:= 2pt; vertical-align:bottom"> </td><td style=3D"width:43.25pt; border-top:0.75p= t solid #000000; padding:2pt; vertical-align:bottom"> </td><td style=3D"width= :44.75pt; border-top:0.75pt solid #000000; padding:2pt; vertical-align:bott= om"> </= p></td><td style=3D"width:46.25pt; border-top:0.75pt solid #000000; padding= :2pt; vertical-align:bottom"> </td></tr><tr><td style=3D"width:62pt; padding:2= pt; vertical-align:bottom">Emocional</td><td style=3D"width:45.5pt; padding:2pt; ve= rtical-align:bottom">0,288</td><td style=3D"width:48.5pt; padding= :2pt; vertical-align:bottom">=E2=80=94</td><td style=3D"width:39.5pt; padding:2pt; = vertical-align:bottom"> </td><td style=3D"width:64.25pt; padding:2pt; vertical= -align:bottom"> = 0;</td><td style=3D"width:43.25pt; padding:2pt; vertical-align:b= ottom"> </span= ></td><td style=3D"width:44.75pt; padding:2pt; vertical-align:bottom"><= p style=3D"margin-bottom:0pt; line-height:115%; widows:0; orphans:0; font-s= ize:9pt"> </t= d><td style=3D"width:46.25pt; padding:2pt; vertical-align:bottom"> </td></tr>= <tr><td style=3D"width:62pt; padding:2pt; vertical-align:bottom">Imagen</td><td s= tyle=3D"width:45.5pt; padding:2pt; vertical-align:bottom">0,325</= td><td style=3D"width:48.5pt; padding:2pt; vertical-align:bottom">0,353</sp= an></td><td style=3D"width:39.5pt; padding:2pt; vertical-align:bottom">= =E2=80=94</p= ></td><td style=3D"width:64.25pt; padding:2pt; vertical-align:bottom"> </td><t= d style=3D"width:43.25pt; padding:2pt; vertical-align:bottom"><sp= an style=3D"font-family:'Times New Roman'"> </td><td style= =3D"width:44.75pt; padding:2pt; vertical-align:bottom"> </td><td style=3D"widt= h:46.25pt; padding:2pt; vertical-align:bottom"> </td></tr><tr><td style=3D"wid= th:62pt; padding:2pt; vertical-align:bottom">Infraestructura</td><td style=3D"width= :45.5pt; padding:2pt; vertical-align:bottom"><s= pan style=3D"font-family:'Times New Roman'">0,341</td><td style= =3D"width:48.5pt; padding:2pt; vertical-align:bottom">0,322</td><= td style=3D"width:39.5pt; padding:2pt; vertical-align:bottom">0,457</= p></td><td style=3D"width:64.25pt; padding:2pt; vertical-align:bottom">=E2=80=94</t= d><td style=3D"width:43.25pt; padding:2pt; vertical-align:bottom"> </td><td s= tyle=3D"width:44.75pt; padding:2pt; vertical-align:bottom"> </td><td style=3D"= width:46.25pt; padding:2pt; vertical-align:bottom"> </td></tr><tr style=3D"hei= ght:17.05pt"><td style=3D"width:62pt; padding:2pt; vertical-align:bottom"><= p style=3D"margin-bottom:0pt; line-height:115%; widows:0; orphans:0; font-s= ize:9pt">Intenci=C3=B3n</span= ></td><td style=3D"width:45.5pt; padding:2pt; vertical-align:bottom"><p= style=3D"margin-bottom:0pt; text-align:right; line-height:115%; widows:0; = orphans:0; font-size:9pt">0,5= 42</td><td style=3D"width:48.5pt; padding:2pt; vertical-align:bo= ttom">0,441</td><td style=3D"width:39.5pt; padding:2pt; vertical-= align:bottom">0,648</td><td style=3D"width:64.25pt; padding:2pt; = vertical-align:bottom">0,481</td><td style=3D"width:43.25pt; padd= ing:2pt; vertical-align:bottom">=E2=80=94</td><td style=3D"width:44.75pt; padding:2= pt; vertical-align:bottom"> </td><td style=3D"width:46.25pt; padding:2pt; vert= ical-align:bottom">= </td></tr><tr><td style=3D"width:62pt; padding:2pt; vertic= al-align:bottom">Se= rvicios</td><td style=3D"width:45.5pt; padding:2pt; vertical-ali= gn:bottom">0,405</td><td style=3D"width:48.5pt; padding:2pt; vert= ical-align:bottom">0,354</td><td style=3D"width:39.5pt; padding:2= pt; vertical-align:bottom">0,473</td><td style=3D"width:64.25pt; = padding:2pt; vertical-align:bottom">0,317</td><td style=3D"width:= 43.25pt; padding:2pt; vertical-align:bottom"><s= pan style=3D"font-family:'Times New Roman'">0,539</td><td style= =3D"width:44.75pt; padding:2pt; vertical-align:bottom">=E2=80=94</td><td style=3D"w= idth:46.25pt; padding:2pt; vertical-align:bottom"> </td></tr><tr><td style=3D"= width:62pt; border-bottom:0.75pt solid #000000; padding:2pt; vertical-align= :bottom">Ubicaci=C3= =B3n</td><td style=3D"width:45.5pt; border-bottom:0.75pt solid #= 000000; padding:2pt; vertical-align:bottom"><sp= an style=3D"font-family:'Times New Roman'">0,240</td><td style= =3D"width:48.5pt; border-bottom:0.75pt solid #000000; padding:2pt; vertical= -align:bottom">0,304</td><td style=3D"width:39.5pt; border-bottom= :0.75pt solid #000000; padding:2pt; vertical-align:bottom">0,343<= /td><td style=3D"width:64.25pt; border-bottom:0.75pt solid #000000; padding= :2pt; vertical-align:bottom">0,257</td><td style=3D"width:43.25pt= ; border-bottom:0.75pt solid #000000; padding:2pt; vertical-align:bottom"><= p style=3D"margin-bottom:0pt; text-align:right; line-height:115%; widows:0;= orphans:0; font-size:9pt">0,= 369</td><td style=3D"width:44.75pt; border-bottom:0.75pt solid #= 000000; padding:2pt; vertical-align:bottom"><sp= an style=3D"font-family:'Times New Roman'">0,325</td><td style= =3D"width:46.25pt; border-bottom:0.75pt solid #000000; padding:2pt; vertica= l-align:bottom">=E2= =80=94</td></tr></table>Nota: los valores HTMT inferiores a 0.85 indican adecuada validez discriminante entre lo= s constructos.Una vez aprobado el modelo de medici=C3=B3n, se procedi=C3=B3 a eval= uar el modelo estructural. El coeficiente de determinaci=C3=B3n (R=C2=B2) d= e la variable dependiente Intenci=C3=B3n de elecci=C3=B3n alcanz=C3=B3 un v= alor de 0.525, lo que indica que las seis dimensiones institucionales expli= can conjuntamente el 52.5% de su varianza. Este valor se sit=C3=BAa en el r= ango considerado moderado=E2=80=93alto en investigaci=C3=B3n aplicada en co= ntextos educativos, conforme a los criterios interpretativos reportados por= Garc=C3=ADa-Mart=C3=ADnez et al. (2024) en estudios similares sobre elecci= =C3=B3n de carrera universitaria mediante PLS-SEM.El modelo estructural indic=C3=B3 e= l 52,5% de la varianza de la intenci=C3=B3n de elecci=C3=B3n (R=C2=B2 =3D 0= .525), valor que se considera de capacidad explicativa moderada en contexto= s educativos. Cinco de las seis dimensiones institucionales presentaron aso= ciaciones estad=C3=ADsticamente significativas con la intenci=C3=B3n de ele= cci=C3=B3n: emocional (=CE=B2 =3D 0.335, p < 0.001), econ=C3=B3mica (=CE= =B2 =3D 0.244, p < 0.001), imagen institucional (=CE=B2 =3D 0.165, p =3D= 0.004), servicios (=CE=B2 =3D 0.129, p =3D 0.025) e infraestructura (=CE= =B2 =3D 0.127, p =3D 0.033), mientras que la dimensi=C3=B3n ubicaci=C3=B3n = no alcanz=C3=B3 significancia estad=C3=ADstica (=CE=B2 =3D 0.067, p =3D 0.0= 60). El tama=C3=B1o del efecto fue medio para la dimensi=C3=B3n emocional (= f=C2=B2 =3D 0.164), peque=C3=B1o=E2=80=93medio para la dimensi=C3=B3n econ= =C3=B3mica (f=C2=B2 =3D 0.102) y peque=C3=B1o para imagen institucional, se= rvicios e infraestructura, en tanto que la ubicaci=C3=B3n present=C3=B3 un = efecto pr=C3=A1cticamente nulo (f=C2=B2 =3D 0.007). Los valores se indican = en la <a href=3D"#tabla3" style=3D"text-decoration:none">Tabla 3</a> y <a href=3D"#fig1" style=3D"text-decoratio= n:none">Figura 1</a><s= pan style=3D"font-family:'Times New Roman'">.<a id=3D"= tabla3">Tab= la 3</a>Coeficientes del modelo estructural<table sty= le=3D"width:265.5pt; margin-right:auto; margin-left:auto; margin-bottom:0pt= ; padding:0pt; border-collapse:collapse"><tr><td style=3D"width:153.75pt; b= order-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding= :2pt; vertical-align:bottom">Relaci=C3=B3n estructural</td><td style=3D"width:103.= 7pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; p= adding:2pt; vertical-align:bottom">=CE=B2</td></tr><tr><td styl= e=3D"width:153.75pt; border-top:0.75pt solid #000000; padding:2pt; vertical= -align:bottom">Imagen =E2=86= =92 Intenci=C3=B3n</td><td style=3D"width:103.7pt; border-top:0.= 75pt solid #000000; padding:2pt; vertical-align:bottom">0,335</t= d></tr><tr><td style=3D"width:153.75pt; padding:2pt; vertical-align:bottom"= >Econ=C3=B3mico =E2=86=92 Inte= nci=C3=B3n</td><td style=3D"width:103.7pt; padding:2pt; vertical= -align:bottom">0,244</td></tr><tr><td style=3D"width:153.75pt; p= adding:2pt; vertical-align:bottom">Servicios =E2=86=92 Intenci=C3=B3n</td><td style=3D"width:1= 03.7pt; padding:2pt; vertical-align:bottom"><s= pan style=3D"font-family:'Times New Roman'">0,165</td></tr><tr><= td style=3D"width:153.75pt; padding:2pt; vertical-align:bottom">= Infraestructura =E2=86=92 Intenci=C3=B3n<= /span></td><td style=3D"width:103.7pt; padding:2pt; vertical-align:bott= om">0,129</td></tr><tr><td style=3D"width:153.75pt; padding:2pt;= vertical-align:bottom">Emocio= nal =E2=86=92 Intenci=C3=B3n</td><td style=3D"width:103.7pt; pad= ding:2pt; vertical-align:bottom">0,127</td></tr><tr><td style= =3D"width:153.75pt; border-bottom:0.75pt solid #000000; padding:2pt; vertic= al-align:bottom">Ubicaci=C3=B3= n =E2=86=92 Intenci=C3=B3n</td><td style=3D"width:103.7pt; borde= r-bottom:0.75pt solid #000000; padding:2pt; vertical-align:bottom">0,067</s= pan></td></tr></table>Nota: =CE=B2 =3D coeficiente de trayectoria estandarizado. La variable depe= ndiente es la intenci=C3=B3n de elecci=C3=B3n.La <a href=3D"#fig1" style=3D= "text-decoration:none">Figura= 1</a> presenta el mod= elo estructural estimado mediante PLS-SEM, en el que se observan los coeficientes de trayectoria est= andarizados (=CE=B2) y el coeficiente de determinaci=C3=B3n (R=C2=B2) de la= variable dependiente Intenci=C3=B3n de elecci=C3=B3n. </s= pan> = 0; <a id=3D"fig1">Figura 1</a> Modelo estructural con v= alores R=C2=B2 y coeficientes de trayectoria<img src=3D"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAOMAAAEcCA= YAAAA1PQM0AAAABHNCSVQICAgIfAhkiAAAAAlwSFlzAAAOxAAADsQBlSsOGwAAIABJREFUeJzsn= Xd4k1X//18ZTZq2adNdumhpgUIZZcsooCjKkKHCgz7uwXIiggvH40D5PYgMUXkQQQUcIFMBGTKV= KXTQFlpaRumgO22SNvP+/RHbryizSTrgfl1XLtKQnHMy3vc553M+QyIIgoALsAqgN0FeJZwogWM= FkFsJJgso5NDSBxJaQFwAhKrBSwFSiStGIiLSPJC4Qoyl1bD3DGzPgbRi0NaA7RK9SCWgcYf4IL= gjBvq3tP8tInIz4nQxni6H/7cPjhVCjeUaBwEo5dA5BKbcAm0DQCLOkiI3GU4To8UGh/Lgte1QU= 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MTJkxgz549GI1GYmJiSE5OxmazMXfuXJYvX87ixYvp08fLx0IEQSc0S8arV69y4sQJjh49SkFBA= c3NzRw9epTr16+zZcsWoqOjKSwsZNeuXUydOpXRo0dz4MABiouLWbNmDcnJyezYsYN169aRnp5O= UVERDodDq/AEQfc034admZnJsWPHkGWZMWPGUFFRQW1tLWPHjqWgoICKigoSExM5dOgQX3/9Nc3= NzeTn51NdXY3JZGL8+PGsWbMGp9OpdWiCoGuav5D5+fkRFRWF1WrFYDBQWlpKUlIS/fv3x+FwkJ= GRQU5ODidPniQ4OBhJknC73dTXK5WKR44cSVZWFnV1dVqHJgi6ptk6Y319PTabDYPBQJ8+fZAki= ZqaGiRJIiwsjNDQUCoqKggNDeXcuXPU1dUxevRoysvLcTqdWCwW+vZVdodHRERQWlpKYmIigYGB= WoQnCLonFv0FQRAE4Xb/D1Xn1lrXVAoiAAAAAElFTkSuQmCC" width=3D"227" height=3D"2= 84" alt=3D"" />Nota. =CE=B2 =3D coeficiente de trayectoria estandarizado; R=C2= =B2 =3D coeficiente de determinaci=C3=B3n.Para evaluar la significancia estad=C3= =ADstica de las trayectorias del modelo estructural, se aplic=C3=B3 el proc= edimiento de bootstrapping con 5.000 remuestras y nivel de confianza del 95= %, siguiendo las recomendaciones metodol=C3=B3gicas para PLS-SEM (Hair et al., 2022).Los resultados muestran que cinco = de las seis trayectorias presentan significancia estad=C3=ADstica (p < 0= .05): Econ=C3=B3mico =E2=86=92 Intenci=C3=B3n (t =3D 4.182, p < 0.001), = Emocional =E2=86=92 Intenci=C3=B3n (t =3D 5.927, p < 0.001), Imagen =E2= =86=92 Intenci=C3=B3n (t =3D 2.891, p =3D 0.004), Infraestructura =E2=86=92= Intenci=C3=B3n (t =3D 2.134, p =3D 0.033) y Servicios =E2=86=92 Intenci=C3= =B3n (t =3D 2.247, p =3D 0.025). La trayectoria Ubicaci=C3=B3n =E2=86=92 In= tenci=C3=B3n no alcanz=C3=B3 significancia estad=C3=ADstica (t =3D 1.882, p= =3D 0.060), situ=C3=A1ndose marginalmente por encima del umbral convencion= al. Los valores se presentan en la <a href=3D"#tabla4" style=3D"text= -decoration:none">Tabla 4</sp= an></a>.<a id=3D"tabla4">Tabla 4</a> Significancia estad=C3=ADstica de las trayectorias (Bootstrap= ping)<table style=3D"width:415.05pt; margin-right:auto; margin-l= eft:auto; margin-bottom:0pt; padding:0pt; border-collapse:collapse"><tr><td= style=3D"width:137.3pt; border-top:0.75pt solid #000000; border-bottom:0.7= 5pt solid #000000; padding:2pt; vertical-align:bottom">Relaci=C3=B3n estru= ctural</td><td style=3D"width:62.75pt; border-top:0.75pt solid #= 000000; border-bottom:0.75pt solid #000000; padding:2pt; vertical-align:bot= tom">=CE=B2</td><td style=3D"width:79.25pt; border-top:0.75pt s= olid #000000; border-bottom:0.75pt solid #000000; padding:2pt; vertical-ali= gn:bottom">STDEV</td><td style=3D"width:59.75pt; border-top:0.7= 5pt solid #000000; border-bottom:0.75pt solid #000000; padding:2pt; vertica= l-align:bottom">t</td><td style=3D"width:56pt; border-top:0.75p= t solid #000000; border-bottom:0.75pt solid #000000; padding:2pt; vertical-= align:bottom">p</td></tr><tr><td style=3D"width:137.3pt; border= -top:0.75pt solid #000000; padding:2pt; vertical-align:bottom"><= span style=3D"font-family:Cardo">Imagen =E2=86=92 Intenci=C3=B3n= </td><td style=3D"width:62.75pt; border-top:0.75pt solid #000000; padding:2= pt; vertical-align:bottom">0,335</td><td style=3D"width:79.25pt;= border-top:0.75pt solid #000000; padding:2pt; vertical-align:bottom">0,043= </td><td style=3D"width:59.75pt; border-top:0.75pt solid #000000= ; padding:2pt; vertical-align:bottom">7,740</td><td style=3D"wid= th:56pt; border-top:0.75pt solid #000000; padding:2pt; vertical-align:botto= m">0,000</td></tr><tr><td style=3D"width:137.3pt; padding:2pt; v= ertical-align:bottom">Econ=C3= =B3mico =E2=86=92 Intenci=C3=B3n</td><td style=3D"width:62.75pt;= padding:2pt; vertical-align:bottom">0,244</td><td style=3D"widt= h:79.25pt; padding:2pt; vertical-align:bottom">0,039</td><td sty= le=3D"width:59.75pt; padding:2pt; vertical-align:bottom">6,304</= td><td style=3D"width:56pt; padding:2pt; vertical-align:bottom">0,000</span= ></td></tr><tr><td style=3D"width:137.3pt; border-bottom:0.75pt solid #= 000000; padding:2pt; vertical-align:bottom">Servicios =E2=86=92 Intenci=C3=B3n</td><td style= =3D"width:62.75pt; border-bottom:0.75pt solid #000000; padding:2pt; vertica= l-align:bottom">0,165</td><td style=3D"width:79.25pt; border-bot= tom:0.75pt solid #000000; padding:2pt; vertical-align:bottom">0,041<= /p></td><td style=3D"width:59.75pt; border-bottom:0.75pt solid #000000; pad= ding:2pt; vertical-align:bottom">4,053</td><td style=3D"width:= 56pt; border-bottom:0.75pt solid #000000; padding:2pt; vertical-align:botto= m">0,000</td></tr></table>Tabla 4 Significancia estad=C3=ADstica de las= trayectorias (Bootstrapping) (continuaci=C3=B3n)<table style=3D= "width:415.05pt; margin-right:auto; margin-left:auto; margin-bottom:0pt; pa= dding:0pt; border-collapse:collapse"><tr><td style=3D"width:137.3pt; border= -top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:2pt;= vertical-align:bottom">Relaci=C3=B3n estructural</td><td style=3D"width:62.75pt; = border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; paddin= g:2pt; vertical-align:bottom">=CE=B2</td><td style=3D"width:79.2= 5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; p= adding:2pt; vertical-align:bottom">STDEV</td><td style=3D"width:= 59.75pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #00000= 0; padding:2pt; vertical-align:bottom">t</td><td style=3D"width:= 56pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; = padding:2pt; vertical-align:bottom">p</td></tr><tr><td style=3D"= width:137.3pt; border-top:0.75pt solid #000000; padding:2pt; vertical-align= :bottom">Infraestructura =E2= =86=92 Intenci=C3=B3n</td><td style=3D"width:62.75pt; border-top= :0.75pt solid #000000; padding:2pt; vertical-align:bottom">0,129= </td><td style=3D"width:79.25pt; border-top:0.75pt solid #000000; padding:2= pt; vertical-align:bottom">0,038</td><td style=3D"width:59.75pt;= border-top:0.75pt solid #000000; padding:2pt; vertical-align:bottom">3,370= </td><td style=3D"width:56pt; border-top:0.75pt solid #000000; p= adding:2pt; vertical-align:bottom">0,001</td></tr><tr><td style= =3D"width:137.3pt; padding:2pt; vertical-align:bottom">Emocional =E2=86=92 Intenci=C3=B3n</td>= <td style=3D"width:62.75pt; padding:2pt; vertical-align:bottom">0,127</span= ></td><td style=3D"width:79.25pt; padding:2pt; vertical-align:bottom"><= p style=3D"margin-bottom:0pt; text-align:right; line-height:115%; widows:0;= orphans:0; font-size:10pt">0= ,039</td><td style=3D"width:59.75pt; padding:2pt; vertical-align= :bottom">3,246</td><td style=3D"width:56pt; padding:2pt; vertica= l-align:bottom">0,001</td></tr><tr><td style=3D"width:137.3pt; b= order-bottom:0.75pt solid #000000; padding:2pt; vertical-align:bottom">Ubicaci=C3=B3n =E2=86=92 Intenci= =C3=B3n</td><td style=3D"width:62.75pt; border-bottom:0.75pt sol= id #000000; padding:2pt; vertical-align:bottom">0,067</td><td st= yle=3D"width:79.25pt; border-bottom:0.75pt solid #000000; padding:2pt; vert= ical-align:bottom">0,036</td><td style=3D"width:59.75pt; border-= bottom:0.75pt solid #000000; padding:2pt; vertical-align:bottom">1,880</s= pan></td><td style=3D"width:56pt; border-bottom:0.75pt solid #000000; p= adding:2pt; vertical-align:bottom">0,060</td></tr></table>Nota. =CE=B2 =3D coeficiente de trayectoria esta= ndarizado. STDEV =3D desviaci=C3=B3n est=C3=A1ndar. Se utiliz=C3=B3 el proc= edimiento de bootstrapping con 5.000 remuestras y un nivel de confianza del= 95 %.<h2 style=3D"margin-top:0pt; margin-left:36pt; margin-bott= om:10pt; text-indent:-18pt; page-break-inside:auto; page-break-after:auto; = line-height:115%"><sp= an>3.1.<a id=3D"_btttqa3pmjt8"></a> Tama=C3=B1o del efecto (f=C2=B2)</h2><p= style=3D"margin-bottom:10pt; text-align:justify; line-height:115%; font-si= ze:12pt">El tama=C3=B1o del e= fecto (f=C2=B2) de cada constructo sobre la variable dependiente se calcul= =C3=B3 conforme a los criterios establecidos para interpretaci=C3=B3n en mo= delos PLS-SEM (Cohen, 198= 8; Hair et al., 2022): f=C2=B2 =E2=89=A5 0.02 (efecto peque=C3=B1o), f=C2= =B2 =E2=89=A5 0.15 (efecto medio), f=C2=B2 =E2=89=A5 0.35 (efecto grande).<= /span>La dimen= si=C3=B3n emocional presenta un efecto medio (f=C2=B2 =3D 0.164), mientras = que la dimensi=C3=B3n Econ=C3=B3mica muestra un efecto peque=C3=B1o=E2=80= =93medio (f=C2=B2 =3D 0.102). Las dimensiones Imagen Institucional (f=C2=B2= =3D 0.042), Infraestructura (f=C2=B2 =3D 0.025) y Servicios (f=C2=B2 =3D 0= .028) registran efectos peque=C3=B1os. La dimensi=C3=B3n Ubicaci=C3=B3n pre= senta un efecto pr=C3=A1cticamente nulo (f=C2=B2 =3D 0.007). Los valores se= presentan en la <a href=3D"#tabla5" style=3D"text-decoration:none">= Tabla 5</a>.<a id=3D"tabla5"><= span style=3D"font-family:'Times New Roman'; font-weight:bold">Tabla 5</spa= n></a> </s= pan>Tama= =C3=B1o del efecto de los constructos sobre intenci=C3=B3n de elecci=C3=B3n= <table style=3D"width:100%; margin-right:auto; margin-left:auto;= margin-bottom:0pt; padding:0pt; border-collapse:collapse"><tr><td style=3D= "width:44.62%; border-top:0.75pt solid #000000; border-bottom:0.75pt solid = #000000; padding:2pt; vertical-align:bottom">= Relaci=C3=B3n estructural</sp= an></td><td style=3D"width:23.58%; border-top:0.75pt solid #000000; bor= der-bottom:0.75pt solid #000000; padding:2pt; vertical-align:bottom">f=C2= =B2</td><td style=3D"width:31.8%; border-top:0.75pt solid #00000= 0; border-bottom:0.75pt solid #000000; padding:2pt; vertical-align:bottom">= Tama=C3=B1o del efecto</td></tr><tr><td style=3D"width:44.62%; = border-top:0.75pt solid #000000; padding:2pt; vertical-align:bottom">Emocional =E2=86=92 Intenci=C3=B3n</= span></td><td style=3D"width:23.58%; border-top:0.75pt solid #000000; p= adding:2pt; vertical-align:bottom">0,16</td><td style=3D"width:3= 1.8%; border-top:0.75pt solid #000000; padding:2pt; vertical-align:bottom">= Medio</= td></tr><tr><td style=3D"width:44.62%; padding:2pt; vertical-align:bottom">= Econ=C3=B3mico =E2=86=92 Inten= ci=C3=B3n</td><td style=3D"width:23.58%; padding:2pt; vertical-a= lign:bottom">0,10</td><td style=3D"width:31.8%; padding:2pt; ver= tical-align:bottom">Peque=C3=B1o=E2=80=93medio</td></tr><tr><td style=3D"width:44.= 62%; padding:2pt; vertical-align:bottom">Imagen =E2=86=92 Intenci=C3=B3n</td><td style=3D"widt= h:23.58%; padding:2pt; vertical-align:bottom">= 0,04</td><td style= =3D"width:31.8%; padding:2pt; vertical-align:bottom">Peque=C3=B1o</td></tr><tr><td= style=3D"width:44.62%; padding:2pt; vertical-align:bottom"><spa= n style=3D"font-family:Cardo">Servicios =E2=86=92 Intenci=C3=B3n= </td><td style=3D"width:23.58%; padding:2pt; vertical-align:bottom">0,03</s= pan></td><td style=3D"width:31.8%; padding:2pt; vertical-align:bottom">= Peque=C3=B1o</span= ></td></tr><tr><td style=3D"width:44.62%; padding:2pt; vertical-align:b= ottom">Infraestructura =E2=86= =92 Intenci=C3=B3n</td><td style=3D"width:23.58%; padding:2pt; v= ertical-align:bottom">0,03</td><td style=3D"width:31.8%; padding= :2pt; vertical-align:bottom">Peque=C3=B1o</td></tr><tr><td style=3D"width:44.62%; = border-bottom:0.75pt solid #000000; padding:2pt; vertical-align:bottom">Ubicaci=C3=B3n =E2=86=92 Intenci= =C3=B3n</td><td style=3D"width:23.58%; border-bottom:0.75pt soli= d #000000; padding:2pt; vertical-align:bottom">0,01</td><td styl= e=3D"width:31.8%; border-bottom:0.75pt solid #000000; padding:2pt; vertical= -align:bottom">Nul= o</td></tr></table>Nota: criter= ios de interpretaci=C3=B3n: f=C2=B2 < 0.02 (efecto nulo), 0.02 =E2=89=A4= f=C2=B2 < 0.15 (efecto peque=C3=B1o), 0.15 =E2=89=A4 f=C2=B2 < 0.35 = (efecto medio), f=C2=B2 =E2=89=A5 0.35 (efecto grande).Los resultados dan cuenta = de que la intenci=C3=B3n de elecci=C3=B3n de la carrera de mercadotecnia se= relaciona de una manera diferencial con distintos dominios institucionales= , observando el peso relativo de factores de tipo emocional y econ=C3=B3mic= o y el papel de complemento de la imagen institucional, de los servicios y = de la infraestructura. La m=C3=B3dica capacidad explicativa del modelo (R= =C2=B2 =3D 0,525) corrobora que la intenci=C3=B3n de elecci=C3=B3n es un fe= n=C3=B3meno de tipo multifactorial que va m=C3=A1s all=C3=A1 de los de tipo= institucional, adelantando tambi=C3=A9n una evidencia emp=C3=ADrica contex= tualizada para la reflexi=C3=B3n sobre los procesos de la decisi=C3=B3n en = contextos educativos de tipo regional.<h1 style=3D"margin-top:0p= t; margin-left:21.3pt; margin-bottom:10pt; text-indent:-18pt; text-align:ju= stify; line-height:115%; font-size:12pt">4.</span= > <a id=3D"_fr4s4brmhlh5"></a>Dis= cusi=C3=B3n</h1>La informaci=C3=B3n que se extrae del estudio permite analizar el trab= ajo de las dimensiones institucionales respecto a la intenci=C3=B3n de elec= ci=C3=B3n de carrera desde un encuadre exploratorio en un contexto de una U= niversidad p=C3=BAblica regional. El an=C3=A1lisis estructural evidenci=C3= =B3 que cinco de las dimensiones evaluadas alcanzan asociaci=C3=B3n estad= =C3=ADsticamente significativa respecto de la intenci=C3=B3n de elecci=C3= =B3n de carrera: emocional, econ=C3=B3mica, imagen institucional, servicios= e infraestructura; en tanto que la dimensi=C3=B3n ubicaci=C3=B3n no logra = significaci=C3=B3n estad=C3=ADstica (=CE=B2 =3D 0.067, p =3D 0.060).= En t=C3=A9rmin= os de magnitud, la dimensi=C3=B3n emocional mostr=C3=B3 el efecto m=C3=A1s = elevado (=CE=B2 =3D 0.335, f=C2=B2 =3D 0.164), seguida por la dimensi=C3=B3= n econ=C3=B3mica (=CE=B2 =3D 0.244, f=C2=B2 =3D 0.102), lo que indica que l= as percepciones afectivas vinculadas a la carrera y las consideraciones eco= n=C3=B3micas desempe=C3=B1an un rol central en la formaci=C3=B3n de la inte= nci=C3=B3n de elecci=C3=B3n. La imagen institucional (=CE=B2 =3D 0.165, f= =C2=B2 =3D 0.042), los servicios (=CE=B2 =3D 0.129, f=C2=B2 =3D 0.028) y la= infraestructura (=CE=B2 =3D 0.127, f=C2=B2 =3D 0.025) aportan efectos adic= ionales de menor magnitud, configurando un conjunto de influencias instituc= ionales complementarias m=C3=A1s que un =C3=BAnico factor dominante. Esta t= ipolog=C3=ADa coincide parcialmente con Garc=C3=ADa-Mart=C3=ADnez et al. (2= 024) quienes describieron como funcional analizando los servicios acad=C3= =A9micos por un lado y factores econ=C3=B3micos por el otro los que poseen = una mayor capacidad predictiva, aunque en su modelo dicho tipo de datos sup= eran en su peso simb=C3=B3lico a otras dimensiones de tipo simb=C3=B3lico c= omo la del prestigio institucional.En esa direcci=C3=B3n, vale traer a colaci=C3= =B3n el estudio de Pedreschi & Nieto (2022) y S=C3=A1nchez et al. (2021= ) donde se analiz=C3=B3 el marketing educativo como mecanismo de captaci=C3= =B3n en una carrera de mercadeo dentro de una extensi=C3=B3n universitaria = regional, contexto bastante cercano al del presente trabajo. Sus hallazgos = mostraron que la percepci=C3=B3n de la propuesta acad=C3=A9mica y la comuni= caci=C3=B3n institucional condicionan la disposici=C3=B3n del bachiller hac= ia una determinada carrera, lo cual resulta consistente con el patr=C3=B3n = multidimensional que se identific=C3=B3 en esta investigaci=C3=B3n. Ese ant= ecedente refuerza la idea de que la intenci=C3=B3n de elecci=C3=B3n no obed= ece a un factor aislado, sino a un conjunto de se=C3=B1ales institucionales= que el aspirante interpreta de manera simult=C3=A1nea.El coeficiente de determin= aci=C3=B3n obtenido (R=C2=B2 =3D 0.525) indica que las dimensiones instituc= ionales consideradas explican conjuntamente un 52,5% de la varianza de la i= ntenci=C3=B3n de elecci=C3=B3n, lo que se sit=C3=BAa en un rango de capacid= ad explicativa moderada en estudios aplicados de PLS-SEM en contextos educativos. Este nivel de expl= icaci=C3=B3n confirma que las percepciones institucionales constituyen un c= omponente relevante del proceso decisional, pero tambi=C3=A9n que una propo= rci=C3=B3n sustantiva de la intenci=C3=B3n de elecci=C3=B3n responde a otro= s factores no incluidos en el modelo, como variables psicol=C3=B3gicas, fam= iliares o estructurales. La contribuci=C3=B3n de la imagen institucional de= be interpretarse a la luz de este patr=C3=B3n general. Aunque su efecto es = estad=C3=ADsticamente significativo, su tama=C3=B1o es peque=C3=B1o en comp= araci=C3=B3n con las dimensiones emocional y econ=C3=B3mica, lo que sugiere= que, en el contexto analizado, la imagen no opera como factor aislado ni h= egem=C3=B3nico, sino integrada a un entramado de percepciones funcionales y= afectivas sobre la carrera y la instituci=C3=B3n. Este resultado matiza lo= s planteamientos que atribuyen a la imagen un rol determinante en todos los= mercados educativos y respalda la necesidad de analizar su impacto de mane= ra contextualizada (Ccorisapra et al., 2022; Casanoves-Boix et al., 2025; G= uerra-Peralta & M=C3=BCller-P=C3=A9rez, 2024).<sp= an style=3D"font-family:'Times New Roman'">La no significancia de la dimens= i=C3=B3n ubicaci=C3=B3n refleja la transformaci=C3=B3n de los criterios tra= dicionales de elecci=C3=B3n universitaria en contextos de creciente virtual= izaci=C3=B3n educativa. Verdezoto et al. (2025) documentan c=C3=B3mo la fle= xibilizaci=C3=B3n de modalidades de estudio y el acceso a plataformas digit= ales redujeron la centralidad de la proximidad geogr=C3=A1fica como factor = decisivo, especialmente en ciudades intermedias con niveles crecientes de c= onectividad. Sin embargo, la cercan=C3=ADa geogr=C3=A1fica de Latacunga con= polos educativos de mayor tama=C3=B1o como Ambato y Quito podr=C3=ADa expl= icar por qu=C3=A9 la ubicaci=C3=B3n no se consolida como ventaja competitiv= a: los estudiantes disponen de alternativas institucionales accesibles que = neutralizan la conveniencia de la proximidad f=C3=ADsica. Este hallazgo con= trasta con estudios en contextos rurales o de aislamiento geogr=C3=A1fico, = donde la ubicaci=C3=B3n s=C3=AD emerge como factor determinante (Poole et a= l., 2023).Desde una perspectiva te=C3=B3rica, los hallazgos sugieren que la jerarq= u=C3=ADa de factores decisionales en contextos educativos regionales podr= =C3=ADa diferir sustantivamente de los patrones observados en universidades= privadas o en instituciones p=C3=BAblicas con reconocimiento nacional cons= olidado. Guerra-Peralta & M=C3=BCller-P=C3=A9rez (2024) documentan que = las universidades privadas construyen diferenciaci=C3=B3n a partir de estra= tegias de marketing relacional y comunicaci=C3=B3n segmentada, mientras que= las instituciones p=C3=BAblicas enfrentan limitaciones normativas y presup= uestarias que condicionan sus posibilidades de diferenciaci=C3=B3n simb=C3= =B3lica. En este marco, la relevancia relativa de la imagen institucional o= bservada en este estudio podr=C3=ADa reflejar que, en mercados educativos r= egionales donde m=C3=BAltiples actores compiten por demanda limitada, la co= nstrucci=C3=B3n de percepciones institucionales opera a trav=C3=A9s de cana= les informales (testimonios de pares, pericias familiares previas) m=C3=A1s= que a trav=C3=A9s de estrategias formales de comunicaci=C3=B3n institucion= al. Esta interpretaci=C3=B3n encuentra respaldo en los aportes de V=C3=A1sq= uez et al. (2024) sobre la construcci=C3=B3n de identidad institucional en = universidades p=C3=BAblicas, quien se=C3=B1ala que la congruencia entre ale= gato institucional y pr=C3=A1ctica formativa constituye un elemento m=C3=A1= s determinante que la proyecci=C3=B3n comunicacional externa.En paralelo, la discu= si=C3=B3n sobre canales de construcci=C3=B3n de percepci=C3=B3n institucion= al puede ampliarse si se considera que en el panorama de la educaci=C3=B3n = superior, parte de la visibilidad y del relacionamiento con potenciales est= udiantes ocurre de igual forma en entornos digitales (Suarez et al., 2018).= En esa direcci=C3=B3n se se=C3=B1al=C3=B3 que el marketing digital constit= uye un recurso para difundir la oferta acad=C3=A9mica y sostener interacci= =C3=B3n con p=C3=BAblicos estudiantiles mediante contenidos y plataformas, = incidiendo en la forma en que se configura la percepci=C3=B3n de valor del = servicio educativo (Asanza et al., 2024; Alb=C3=A1n et al., 2021; Carrasco,= 2019). En el contexto analizado esta mediaci=C3=B3n digital no reemplaza l= os canales informales, pero s=C3=AD podr=C3=ADa operar como un componente c= omplementario del ecosistema informacional que antecede a la intenci=C3=B3n= de elecci=C3=B3nDesde una perspectiva aplicada, los resultados analizados a parti= r de la jerarqu=C3=ADa de tama=C3=B1os de efecto sugieren la relevancia de = considerar, en el plano institucional, en primer lugar los componentes emoc= ionales asociados a la carrera, por su efecto medio sobre la variable depen= diente, y en segundo t=C3=A9rmino los aspectos econ=C3=B3micos percibidos, = que muestran un efecto peque=C3=B1o-medio. La imagen institucional, los ser= vicios y la infraestructura aportan efectos adicionales de menor magnitud, = por lo que su fortalecimiento deber=C3=ADa concebirse como un complemento a= las intervenciones dirigidas a las dimensiones emocional y econ=C3=B3mica,= m=C3=A1s que como el eje =C3=BAnico de la estrategia de posicionamiento.</= span>El modelo= estimado debe entenderse como una aproximaci=C3=B3n de car=C3=A1cter explo= ratorio-diagn=C3=B3stico m=C3=A1s que como un esquema confirmatorio o predi= ctivo definitivo. La capacidad explicativa moderada observada (R=C2=B2 =3D = 0.525) y la identificaci=C3=B3n de varias dimensiones institucionales con e= fectos significativos permiten delinear un patr=C3=B3n de asociaciones rele= vante para el contexto analizado, pero no autorizan a asumir relaciones cau= sales ni a generalizar de manera autom=C3=A1tica los resultados a otros esc= enarios educativos. En este sentido, el modelo aporta evidencia emp=C3=ADri= ca =C3=BAtil para orientar la reflexi=C3=B3n institucional y generar hip=C3= =B3tesis para futuros estudios, m=C3=A1s que para derivar prescripciones es= trat=C3=A9gicas cerradas.<a id=3D"_b7wyug8ji4po"></a>= El estudio presenta limitacio= nes que deben considerarse al interpretar los hallazgos. El dise=C3=B1o tra= nsversal captura percepciones en un momento espec=C3=ADfico del ciclo educa= tivo, sin permitir evaluar la estabilidad temporal de las asociaciones iden= tificadas ni analizar c=C3=B3mo evolucionan las percepciones institucionale= s durante el proceso de elecci=C3=B3n. Los resultados se circunscriben al c= ontexto urbano de Latacunga y al segmento de instituciones educativas p=C3= =BAblicas, lo que limita su generalizaci=C3=B3n a otros escenarios educativ= os con configuraciones institucionales, demogr=C3=A1ficas o socioecon=C3=B3= micas distintas. Adicionalmente, el modelo analiza exclusivamente dimension= es institucionales, excluyendo variables psicol=C3=B3gicas, familiares y es= tructurales que la literatura identifica como relevantes en procesos de ele= cci=C3=B3n vocacional. Indagaciones futuras podr=C3=ADan adoptar dise=C3=B1= os longitudinales que permitan analizar trayectorias decisionales desde eta= pas tempranas del bachillerato hacia la elecci=C3=B3n concreta de instituci= =C3=B3n y carrera (Far=C3=ADas-Mart=C3=ADnez, 2016; Manulat, 2025).<= /p>5.<s= pan style=3D"width:9pt; font:7pt 'Times New Roman'; display:inline-block">&= #xa0; Conclusiones<ul style=3D"margin:0pt; p= adding-left:0pt"><li class=3D"ListParagraph" style=3D"margin-left:32.33pt; = margin-bottom:0pt; text-align:justify; line-height:115%; padding-left:3.67p= t; font-family:serif; font-size:12pt">El estudio permiti=C3=B3 comprender c=C3=B3mo se configuran las pe= rcepciones institucionales en el proceso de elecci=C3=B3n de carrera entre = estudiantes de bachillerato en el contexto de una universidad p=C3=BAblica = regional. El an=C3=A1lisis revel=C3=B3 que la intenci=C3=B3n de elecci=C3= =B3n no responde a un =C3=BAnico factor dominante, sino a una estructura de= asociaciones diferenciadas donde las dimensiones institucionales presentan= niveles de incidencia variables. Este hallazgo evidencia que los procesos = decisionales en contextos educativos regionales operan bajo l=C3=B3gicas es= pec=C3=ADficas que no siempre replican los patrones identificados en univer= sidades con trayectorias consolidadas o en mercados educativos metropolitan= os, lo que refuerza la necesidad de aproximaciones emp=C3=ADricas contextua= lizadas que reconozcan la heterogeneidad de los sistemas de educaci=C3=B3n = superior.</li><li class=3D"ListParagraph" style=3D"margin-left:32.33= pt; margin-bottom:0pt; text-align:justify; line-height:115%; padding-left:3= .67pt; font-family:serif; font-size:12pt">El an=C3=A1lisis de la percepci=C3=B3n que tienen los estudian= tes de bachillerato de Latacunga sobre la carrera de mercadotecnia de la </= span>Universidad T=C3=A9cnica de Cotopaxi se abord=C3=B3 mediante un modelo estructural de car=C3= =A1cter exploratorio=E2=80=93diagn=C3=B3stico. Este encuadre permite identi= ficar asociaciones diferenciadas entre las dimensiones institucionales anal= izadas y la intenci=C3=B3n de elecci=C3=B3n.</li><li class=3D"ListPa= ragraph" style=3D"margin-left:32.33pt; margin-bottom:0pt; text-align:justif= y; line-height:115%; padding-left:3.67pt; font-family:serif; font-size:12pt= ">La contribuci=C3=B3n cient= =C3=ADfica de la investigaci=C3=B3n se resume en tres aportes relevantes en= relaci=C3=B3n con el =C3=A1mbito del marketing educativo y la elecci=C3=B3= n vocacional. Primero, aporta evidencias emp=C3=ADricas contextualizadas so= bre la estructura de los tipos de asociaciones entre dimensiones institucio= nales e intenci=C3=B3n de elecci=C3=B3n en el contexto de una universidad p= =C3=BAblica regional; este aspecto pone en evidencia que los factores consi= derados tradicionalmente como determinantes no se comportan de igual manera= en todos los contextos educativos. Segundo, da visibilidad a los l=C3=ADmi= tes explicativos de los modelos que se centran exclusivamente en dimensione= s institucionales, con el objeto de confirmar que la decisi=C3=B3n vocacion= al es un fen=C3=B3meno multifactorial que se escapa de las variables percib= idas sobre la oferta acad=C3=A9mica. Y tercero, aporta al debate metodol=C3= =B3gico en torno al uso de PLS-SEM en estudios exploratorios, dado que los modelos estructurales pue= den aportar valor cient=C3=ADfico: al menos en la medida que se delimita ex= pl=C3=ADcitamente el alcance diagn=C3=B3stico de los modelos para evitar la= sobre interpretaci=C3=B3n de los resultados obtenidos.</li><li clas= s=3D"ListParagraph" style=3D"margin-left:32.33pt; margin-bottom:0pt; text-a= lign:justify; line-height:115%; padding-left:3.67pt; font-family:serif; fon= t-size:12pt">Los hallazgos so= n v=C3=A1lidos =C3=BAnicamente para el contexto espec=C3=ADfico que se inve= stig=C3=B3 y no permiten hacer generalizaciones autom=C3=A1ticas con respec= to a otras carreras, otras instituciones y otras regiones del pa=C3=ADs. El= dise=C3=B1o transversal utilizado fue capaz de captar percepciones en un m= omento del ciclo educativo, pero no posibilit=C3=B3 realizar un an=C3=A1lis= is de trayectorias decisionales ni evaluar la estabilidad temporal de las r= elaciones halladas. El escaso potencial explicativo del modelo hace suponer= que una parte importante de la intenci=C3=B3n de elecci=C3=B3n se debe a f= actores no examinados en esta investigaci=C3=B3n, y entre ellos se encuentr= an variables psicol=C3=B3gicas, familiares y estructurales que la literatur= a constata que son relevantes pero que a su vez quedaron fuera del marco de= esta investigaci=C3=B3n.</li><li class=3D"ListParagraph" style=3D"m= argin-left:32.33pt; margin-bottom:10pt; text-align:justify; line-height:115= %; padding-left:3.67pt; font-family:serif; font-size:12pt">En este sentido los resultados deben entender= se como un insumo emp=C3=ADrico para la reflexi=C3=B3n acad=C3=A9mica e ins= titucional sobre el fen=C3=B3meno analizado, sin constituir una propuesta d= e acci=C3=B3n o intervenci=C3=B3n institucional directa. Adicionalmente, fu= turas indagaciones podr=C3=ADan explorar si la estructura de asociaciones i= dentificada se mantiene en otros contextos educativos regionales o si, por = el contrario, presenta variaciones significativas seg=C3=BAn caracter=C3=AD= sticas institucionales, demogr=C3=A1ficas o socioecon=C3=B3micas espec=C3= =ADficas, contribuyendo as=C3=AD a la construcci=C3=B3n de marcos te=C3=B3r= icos m=C3=A1s comprehensivos sobre la elecci=C3=B3n vocacional en sistemas = de educaci=C3=B3n superior heterog=C3=A9neos.</li></ul>6. = ; Conflicto de interesesLos autores declaran que no existe conflicto de in= tereses en relaci=C3=B3n con el art=C3=ADculo presentado.7. = 0; Declaraci=C3=B3n de contribuci=C3=B3n de los autores</span= >Todos autores= contribuyeron significativamente en la elaboraci=C3=B3n del art=C3=ADculo.= 8.<= /span> Costos de financiamiento La presente investigaci= =C3=B3n fue financiada en su totalidad con fondos propios de los autores.</= span>9.</s= pan> Referencias bibliogr=C3=A1ficas<= p style=3D"margin-left:35.45pt; margin-bottom:10pt; text-indent:-35.45pt; l= ine-height:115%; font-size:12pt">Aggarwal, R., & Ranganathan, P. 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alt=3D"" style=3D"margin-top:28.7pt; margin-left:403.5pt; position:absolute= " /> <table style=3D"width:423.75pt; margin-bo= ttom:0pt; padding:0pt; border-collapse:collapse"><tr><td style=3D"width:3.4= 5pt; padding:0pt 5.4pt; vertical-align:top"><a id=3D"_w2raibwis5= 7r"></a>1</td><td style=3D"width:17= 2.2pt; padding:0pt 5.4pt; vertical-align:top">Carlos Daniel Encalada Herrera</td><td style=3D"width:1= 0.2pt; padding:0pt 5.4pt; vertical-align:top"> </td><td style=3D"width:189.45= pt; padding:0pt 5.4pt; vertical-align:top">https://orcid.org/0000-0001-5169-7707</td><td style=3D"pad= ding:0pt; vertical-align:top"></td></tr><tr><td style=3D"width:3.45pt; padd= ing:0pt 5.4pt; vertical-align:top"> </td><td colspan=3D"4" style=3D"width:398= .7pt; padding:0pt 5.4pt; vertical-align:top"><img src=3D"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgA= AABQAAAAUCAYAAACNiR0NAAAABHNCSVQICAgIfAhkiAAAAAlwSFlzAAAOxAAADsQBlSsOGwAAA2= 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U2enC0uV6bkfUNUd8P1ury3ktQADO05UV6azx1IE/dRULDomjGSVXEFhVbrXMoncTV99smBH5ZW= 327igzP3trY2ONCyyQ6FtbRLUw2yZ8p+FwARifyCvRDV048rcfXdoT3j5fXp1+BVxdx2um+HGnu= X9egX4dY01U0iVK2R80nMaELy42O7R39fz/1f8C/hZ5YvjpSKGwAAAABJRU5ErkJggg=3D=3D" = width=3D"20" height=3D"20" alt=3D"" style=3D"margin-top:31.95pt; margin-lef= t:182.75pt; position:absolute" />Universidad T=C3=A9cnica de Cotopaxi (UTC), Lata= cunga, Ecuador. Carrera de Mercadotecnia. <a href=3D"mailto:carl= os.encalada4386@utc.edu.ec" style=3D"text-decoration:none">carlos.encalada4386@utc.edu.ec</a> </td></tr><tr><td styl= e=3D"width:3.45pt; padding:0pt 5.4pt; vertical-align:top">2</td><td style=3D"width:172.2pt; padding= :0pt 5.4pt; vertical-align:top">Milton Marcelo Merino-Zurita</span= ></td><td style=3D"width:10.2pt; padding:0pt 5.4pt; vertical-align:top"= > = </td><td style=3D"width:189.45pt; padding:0pt 5.4pt; vertical-align:top"><p= style=3D"margin-bottom:0pt; line-height:normal; font-size:10pt">https://orcid.org/0009-0008-1049-7272</= span></td><td style=3D"padding:0pt; vertical-align:top"></td></tr><tr><= td style=3D"width:3.45pt; padding:0pt 5.4pt; vertical-align:top"> </td><td = colspan=3D"4" style=3D"width:398.7pt; padding:0pt 5.4pt; vertical-align:top= ">Universidad T= =C3=A9cnica de Cotopaxi (UTC), Latacun= ga, Ecuador.Carrera de Mercadotecnia.milton.m= erino@utc.edu.ec</td></tr><tr style=3D"height:0pt"><td style=3D"= width:14.25pt"></td><td style=3D"width:183pt"></td><td style=3D"width:21pt"= ></td><td style=3D"width:200.25pt"></td><td style=3D"width:5.25pt"></td></t= r></table>= </sp= an><table style=3D"width:436.6pt; margin-bottom:0pt; padding:0pt; borde= r-collapse:collapse"><tr><td colspan=3D"6" style=3D"width:162.9pt; padding:= 0pt 5.4pt; vertical-align:top"><a id=3D"_krdq6piz789l"></a> </td><td colspan=3D"2" style=3D"widt= h:252.1pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000= 000; padding:0pt 5.4pt; vertical-align:top">Art=C3=ADculo de Investigaci=C3=B3= n Cient=C3=ADfica y Tecnol=C3=B3gicaEnviado: 14/11/2025Revisado:12/12/2025 = Aceptado: 27/01/2026 <= /p>Publicado: 26/02/2= 026DOI: <a href=3D"https://doi.org= /10.33262/visionariodigital.v10i1.3604" style=3D"text-decoration:none"><spa= n style=3D"color:#000000"> https://doi.org/10.33262/visionariodigital.v10i1.3609 </a><sp= an style=3D"line-height:115%; font-family:'Times New Roman'; font-size:10pt= ; font-weight:bold; text-decoration:underline; color:#0563c1; background-co= lor:#ffffff"> &#= xa0; = 0; </td></tr><tr><td colspan=3D"6" style=3D"widt= h:162.9pt; padding:0pt 5.4pt; vertical-align:top"> </td><td colspan=3D"2" style=3D"width:252.1pt; b= order-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding= :0pt 5.4pt; vertical-align:top"> </td></tr><tr><td style=3D"width:52.2pt; bord= er-top:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"> C=C3=ADtese: </td><td style=3D"width:5.3pt; border-top:= 0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"> </td><td colsp= an=3D"5" style=3D"width:340.95pt; border-top:0.75pt solid #000000; padding:= 0pt 5.4pt; vertical-align:top"> Encalada Herrera, C. D., & Merino Zurita, M= . M. (2026). Estrategias de posicionamiento basadas en los factores determi= nantes que influyen en los bachilleres al momento de elegir la carrera de m= ercadotecnia de la Universidad T=C3=A9cnica de Cotopaxi . 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style=3D"border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0000= 00; clear:both"> VISIONARIO DIGITAL, es una = revista cient=C3=ADfica, trimestral,<sp= an style=3D"line-height:115%; font-family:'Times New Roman'; font-size:8pt"= > que se publicar=C3=A1 en soporte electr=C3=B3nico tiene como <span= style=3D"line-height:115%; font-family:'Times New Roman'; font-size:8pt; f= ont-weight:bold">misi=C3=B3n contribuir a la <= /span> formaci=C3=B3n de profesionales competentes con= visi=C3=B3n human=C3=ADstica y cr=C3=ADtica que sean capaces de exponer su= s resultados investigativos y cient=C3=ADficos en la misma medida que se pr= omueva mediante su intervenci=C3=B3n cambios positivos en la sociedad.</spa= n> <a href=3D"https://visionariodigital.org" style=3D"text-= decoration:none">https://visi= onariodigital.org</a> = La revista es editada por la Editorial Ciencia Digital (Editorial = de prestigio registrada en la C=C3=A1mara Ecuatoriana de Libro con No de Af= iliaci=C3=B3n 663) <a href=3D"http://www.celibro.org.ec" style=3D"te= xt-decoration:none">www.celib= ro.org.ec</a> </div> </td><td style=3D"padding:0pt; ver= tical-align:top"></td></tr><tr style=3D"height:23.65pt"><td style=3D"width:= 52.2pt; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-ali= gn:top"><img src=3D"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAA= E0AAAAcCAYAAAAk2zLiAAAABHNCSVQICAgIfAhkiAAAAAlwSFlzAAAOxAAADsQBlSsOGwAAE1VJ= REFUaIHtmVl4VFW2x3/7nFNThspMCIEQQgIIBBRkaIYWkEFQQbG9Aa+EQRlUtBlaBZtPbMBuVGz= nDuA1eMMgiHyIAsokqJhIEpFJgiaoCVAhQAKVpFJVp6rOvg+VFAkCfr7f9XJS+5y19lr/vaa9In= Rdl2fPnSVgGAgBCBAIgiQbH42/hQDZuEbz7wAhkciggGYkpQzKRSDl1feimTwZZG8Simwp4dptA= VAQIVktXrXY/homrm4i5NUPZUszmtlD0CYpMQIGHVLTUFQFUVl5Vs54bBaj77kbiXH9PRotESL4= bDJdIhv/aHy2xOu3JJsZKiUGEmkYgEBTlOsbLq41vEkvgTQkhiExBCiKQAjRUg3RwoiW/FIBKQl= II2iPAEUoIV4hQAqJlBJFKOzdtZd/Lv0X6ekd0epdDbRvn0pCQsJvQWsyLiDRdR8ejwevruP3+1= EUBU1TCQ8Lw2Q2Y9JUhPI7qEmQUqDrOpcvX+ZKrZP6ujqEULDb7URHR2G3R2Exm2h0ebhGJ8Mw8= 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+m5HK71F4eDj9+/dHURQcDgenT5/G7/czePBgvvzyy9895bi4OGJjYzl79iyZmZk4HA5cLhc9ev= RASsmJEye4fPnyDXVSFIX27dtzyy23UF1dzZUrV/D5fJSXl5Oeno7X6+XXX3+9Lu/OnTsZOXIko= ry8XE6ePPmmija/UF9v/Xrvbiarqc/7I7zXNtbN6Y/Ia95fNpfbXMaN+FesWBGaDv8//UH6Pw/h= 65aldWKXAAAAAElFTkSuQmCC" width=3D"77" height=3D"28" alt=3D"" style=3D"marg= in-top:0.15pt; margin-left:0pt; position:absolute" /> </td><td = style=3D"width:5.3pt; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt= ; vertical-align:top"> </td><td colspan=3D"5" style=3D"width:340.95pt; border= -bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top">Esta revista est=C3=A1 protegida bajo una licencia Creative Com= mons Atribuci=C3=B3n-No Comercial-Compartir Igual 4.0 International. Copia = de la licencia: <a href=3D"https://creativecommons.org/licenses/by-n= c-sa/4.0/deed.es" style=3D"text-decoration:none">https://creativecommons.org/licenses= /by-nc-sa/4.0/deed.es</a> </td><td= style=3D"border-bottom:0.75pt solid #000000; padding:0pt; vertical-align:t= op"></td></tr><tr><td colspan=3D"3" style=3D"width:92.9pt; border-top:0.75p= t solid #000000; padding:0pt 5.4pt; vertical-align:top">Palab= ras clave: <h3 style=3D"margin-top:0pt; line-height:normal">Imagen institucional, int= enci=C3=B3n de elecci=C3=B3n, percepci=C3=B3n estudiantil, marketing educat= ivo, PLS-SEM, elecci=C3=B3n vocacional, universidad p=C3=BAblica.</spa= n></h3><sp= an style=3D"font-family:'Times New Roman'"> </td><td colspa= n=3D"2" style=3D"width:4.15pt; border-top:0.75pt solid #000000; padding:0pt= 5.4pt; vertical-align:top"> </td><td colspan=3D"3" style=3D= "width:307.15pt; border-top:0.75pt solid #000000; border-bottom:0.75pt soli= d #000000; padding:0pt 5.4pt; vertical-align:top">Resumen Introduc= ci=C3=B3n: las univers= idades p=C3=BAblicas regionales enfrentan competencia institucional crecien= te que exige comprender las percepciones de bachilleres sobre carreras ofer= tadas. Factores perceptuales como imagen institucional, econ=C3=B3micos y e= mocionales inciden en la intenci=C3=B3n de elecci=C3=B3n vocacional. </span= >Objetivo:<= /span> analizar percepciones = de bachilleres de Latacunga sobre Mercadotecnia en Universidad T=C3=A9cnica= de Cotopaxi, identificando dimensiones institucionales asociadas a intenci= =C3=B3n de elecci=C3=B3n. Metodolog=C3=ADa: encuadre cuantitativo, dise=C3=B1o no experimental transv= ersal exploratorio-diagn=C3=B3stico (n=3D384 bachilleres p=C3=BAblicos). En= cuesta adaptada de Garc=C3=ADa-Mart=C3=ADnez et al. (2024), PLS-SEM<spa= n style=3D"font-family:'Times New Roman'"> (SmartPLS 4), bootstrapping 5.000 remuestras. <spa= n style=3D"font-family:'Times New Roman'; font-weight:bold">Resultados:</sp= an> modelo explica 52,5% vari= anza intenci=C3=B3n (R=C2=B2=3D0.525, moderada). Significativas: emocional = (=CE=B2=3D0.335, f=C2=B2=3D0.164), econ=C3=B3mica (=CE=B2=3D0.244, f=C2=B2= =3D0.102), imagen (=CE=B2=3D0.165, f=C2=B2=3D0.042), servicios (=CE=B2=3D0.= 129), infraestructura (=CE=B2=3D0.127). No significativa: ubicaci=C3=B3n (= =CE=B2=3D0.067, p=3D0.060). Conclusi=C3=B3n: intenci=C3=B3n multifactorial; priorizar emocional/econ= =C3=B3mica en estrategias, con imagen complementaria. Evidencia contextual = para posicionamiento regional. =C3=81rea general: Ciencias Sociales. Espec=C3=ADfica: Marketing Educativo. Tipo: Art=C3=ADculo original. </td><= /tr><tr><td colspan=3D"4" style=3D"width:96.15pt; padding:0pt 5.4pt; vertic= al-align:top">Keywords: <h2 style=3D"margin-top:0pt; text= -align:left; line-height:115%">Instituti= onal image, </h2><h2 style=3D"margin-top:0pt; text-align:left; line-= height:115%">choice intention, student p= erception, educational marketing, </h2><h2 style=3D"margin-top:0pt; = text-align:left; line-height:115%">PLS-SEM, vocational= choice, </h2><h2 style=3D"margin-top:0pt; text-align:left; line-hei= ght:115%">public university.</h2>= </td= ><td style=3D"width:0.9pt; padding:0pt 5.4pt; vertical-align:top"> </s= pan></td><td colspan=3D"3" style=3D"width:307.15pt; border-top:0.75pt s= olid #000000; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertic= al-align:top">AbstractIntroduction: regional public universities face growing institutio= nal competition, requiring insight into high school students' perceptions o= f offered programs. Perceptual factors such as institutional image, economi= c considerations, and emotional aspects influence vocational choice intenti= on. = Objective: to analyze = Latacunga high school students' perceptions of the Marketing program at Uni= versidad T=C3=A9cnica de Cotopaxi, identifying associated institutional dim= ensions. Methodology: quan= titative approach, non-experimental cross-sectional exploratory-diagnostic = design (n=3D380 public high school students). Adapted survey from Garc=C3= =ADa-Mart=C3=ADnez et al. (2024), PLS-SEM (SmartPLS 4), 5,000 bootstrap resamples. Results: model explains 52.5% of choice intention variance (R=C2=B2= =3D0.525, moderate). Significant: emotional (=CE=B2=3D0.335, f=C2=B2=3D0.16= 4), economic (=CE=B2=3D0.244, f=C2=B2=3D0.102), image (=CE=B2=3D0.165, f=C2= =B2=3D0.042), services (=CE=B2=3D0.129), infrastructure (=CE=B2=3D0.127). N= on-significant: location (=CE=B2=3D0.067, p=3D0.060). Conclusion: choice intention is multifactorial;= prioritize emotional/economic factors in strategies, with image as complem= entary. Contextual evidence for regional positioning. General Area:<span= style=3D"font-family:'Times New Roman'"> Social Sciences. Specific:<spa= n style=3D"font-family:'Times New Roman'"> Educational Marketing. <s= pan style=3D"font-family:'Times New Roman'; font-weight:bold">Type: = Original article.<= p style=3D"margin-bottom:0pt; text-align:justify; line-height:115%; font-si= ze:12pt"> </t= d></tr><tr style=3D"height:0pt"><td style=3D"width:63pt"></td><td style=3D"= width:16.1pt"></td><td style=3D"width:24.6pt"></td><td style=3D"width:3.25p= t"></td><td style=3D"width:11.7pt"></td><td style=3D"width:55.05pt"></td><t= d style=3D"width:257.15pt"></td><td style=3D"width:5.75pt"></td></tr></tabl= e><h1 style=3D"margin-top:0pt; margin-left:36pt; margin-bottom:10pt; text-a= lign:justify; page-break-inside:auto; page-break-after:auto; line-height:11= 5%; widows:0; orphans:0; font-size:12pt"> </h1><h1 style=3D= "margin-top:0pt; margin-left:21.3pt; margin-bottom:10pt; text-indent:-18pt;= text-align:justify; page-break-inside:auto; page-break-after:auto; line-he= ight:115%; widows:0; orphans:0; font-size:12pt">1.<= span style=3D"width:9pt; font:7pt 'Times New Roman'; display:inline-block">= Introducci=C3=B3n</h1><h1 = style=3D"margin-top:0pt; margin-bottom:10pt; text-align:justify; page-break= -inside:auto; page-break-after:auto; line-height:115%; widows:0; orphans:0;= font-size:12pt">Las universidades p=C3=BAblicas regionales enfrentan un escenario de cre= ciente competencia institucional que no s=C3=B3lo deriva de la expansi=C3= =B3n de la oferta acad=C3=A9mica, sino de la dificultad para traducir sus p= royectos formativos en propuestas comprensibles y diferenciadas ante estudi= antes de bachillerato. En contextos donde m=C3=BAltiples instituciones disp= utan un n=C3=BAmero limitado de aspirantes, la permanencia de las carreras = depende progresivamente de la capacidad para construir procesos de comunica= ci=C3=B3n institucional coherentes con las percepciones que los bachilleres= desarrollan durante su proceso de elecci=C3=B3n vocacional. Guerra-Peralta= & M=C3=BCller-P=C3=A9rez (2024) se=C3=B1alaron que las acciones de mar= keting en universidades privadas tienden a enfocarse en la construcci=C3=B3= n de marca, mientras que las instituciones p=C3=BAblicas deben priorizar la= congruencia entre el alegato institucional y la pericia formativa verifica= ble. Esta diferenciaci=C3=B3n adquiere particular relevancia en ciudades in= termedias, donde la cercan=C3=ADa geogr=C3=A1fica con polos educativos de m= ayor tama=C3=B1o intensifica la disputa por captar estudiantes.</h1>= <h1 style=3D"margin-top:0pt; margin-bottom:10pt; text-align:justify; page-b= reak-inside:auto; page-break-after:auto; line-height:115%; widows:0; orphan= s:0; font-size:12pt">La percepci=C3=B3n que los estudiantes construyen sobre una instituc= i=C3=B3n y su oferta acad=C3=A9mica constituye un proceso progresivo en el = que intervienen dimensiones tanto institucionales como contextuales. Distin= tas indagaciones marcaron factores como la imagen de la universidad, la acc= esibilidad monetaria, la calidad de los servicios ofertados, la experiencia= formativa previa, cuya influencia en la intenci=C3=B3n de elegir la carrer= a var=C3=ADa seg=C3=BAn el contexto analizado, aunque su influencia var=C3= =ADa seg=C3=BAn el contexto bajo an=C3=A1lisis. Garc=C3=ADa-Mart=C3=ADnez e= t al. (2024) al examinar los factores determinantes en la elecci=C3=B3n uni= versitaria mediante ecuaciones estructurales, identificaron que las dimensi= ones funcionales relacionadas con servicios acad=C3=A9micos y factores econ= =C3=B3micos presentan mayor capacidad explicita que elementos simb=C3=B3lic= os como el prestigio institucional. En modo de agregaci=C3=B3n, Ccorisapra = et al. (2022) apreciaron que la imagen de la universidad no act=C3=BAa de f= orma aislada sino que, tiene v=C3=ADnculo con la calidad de los servicios o= fertados para inmiscuirse en la satisfacci=C3=B3n acad=C3=A9mica de los est= udiantes.</h1><h1 style=3D"margin-top:0pt; margin-bottom:10pt; text-= align:justify; page-break-inside:auto; page-break-after:auto; line-height:1= 15%; widows:0; orphans:0; font-size:12pt">Los estudios m=C3=A1s cercanos a contextos lati= noamericanos advirtieron sobre la necesidad de adoptar encuadres explorator= ios y contextualizados al analizar la elecci=C3=B3n de carrera. Franco &= ; Polanco (2023) se=C3=B1alan que los modelos explicativos desarrollados en= ciertos contextos no mantienen el mismo comportamiento cuando se aplican e= n escenarios educativos distintos, lo que obliga a interpretar los hallazgo= s con precauci=C3=B3n y a evitar generalizaciones autom=C3=A1ticas. En esta= misma l=C3=ADnea Far=C3=ADas-Mart=C3=ADnez (2016) advierte que las trayect= orias estudiantiles y las condiciones del entorno se manejan de forma compl= eja, por lo que los procesos de decisi=C3=B3n vocacional deben analizarse c= onsiderando la diversidad de factores intr=C3=ADnsecos y externos que englo= ban el contexto espec=C3=ADfico de cada instituci=C3=B3n.</h1><h1 st= yle=3D"margin-top:0pt; margin-bottom:10pt; text-align:justify; page-break-i= nside:auto; page-break-after:auto; line-height:115%; widows:0; orphans:0; f= ont-size:12pt">La evidencia de la que se dispone no es concluyente en cuanto a la importa= ncia que supone las universidades p=C3=BAblicas regionales. Indagaciones de= sarrolladas en la provincia de Cotopaxi denotaron factores generales vincul= ados con la elecci=C3=B3n de la carrera de mercadotecnia, pero no ahondaron= en la estructura relacional de estas variables su contribuci=C3=B3n difier= e de la intenci=C3=B3n de elecci=C3=B3n (=C3=81lvarez & Villa, 2018). C= asanoves-Boix et al. (2025) indicaron que las universidades p=C3=BAblicas p= oseen desaf=C3=ADos espec=C3=ADficos para la elaboraci=C3=B3n de valor de m= arca dado sus limitantes normativas y de presupuesto, lo que marca el reque= rimiento de comprender c=C3=B3mo operan en realidad las dimensiones de la i= nstituci=C3=B3n con recursos limitados y una competencia educativa alta.</s= pan></h1><h1 style=3D"margin-top:0pt; margin-bottom:10pt; text-align:justif= y; page-break-inside:auto; page-break-after:auto; line-height:115%; widows:= 0; orphans:0; font-size:12pt"><a id=3D"_p90034b33eb"></a>Desde un encuadre metodol=C3=B3g= ico, el PLS-SEM demostraron ser una herramienta adecuada para abordar = fen=C3=B3menos complejos en la educaci=C3=B3n, teniendo en cuenta lo que so= n las relaciones entre las variables y la existencia de variables latentes = o es s=C3=B3lo el modelo te=C3=B3rico que genera evidencias que nos permiti= eran estimar no solo n=C3=BAcleos asociados a la variable dependiente, sino= tambi=C3=A9n n=C3=BAcleos relevantes en contextos exploratorios, sin supon= er distribuciones estrictamente param=C3=A9tricas (Hair et al., 2022). Verd= ezoto et al. (2025) indicaron que los diagn=C3=B3sticos emp=C3=ADricos basa= dos en evidencias cuantitativas permiten a las instituciones priorizar acci= ones que tengan mayor congruencia con las estrategias cuando se enfrentan a= entornos saturados y limitados econ=C3=B3micamente.</h1><h1 style= =3D"margin-top:0pt; margin-bottom:10pt; text-align:justify; page-break-insi= de:auto; page-break-after:auto; line-height:115%; widows:0; orphans:0; font= -size:12pt"><a id=3D"_mmv6583h4erg"></a>A la vista de este vac=C3=ADo emp=C3=ADrico, la i= nvestigaci=C3=B3n opta por un dise=C3=B1o cuantitativo de tipo exploratorio= - diagn=C3=B3stico con el prop=C3=B3sito de investigar la forma en que per= ciben los estudiantes de segundo de bachillerato de la ciudad de Latacunga = la carrera de mercadotecnia de la Universidad T=C3=A9cn= ica de Cotopaxi, indagando las dimensiones institucionales vinculadas con la inten= ci=C3=B3n de elecci=C3=B3n de esta oferta acad=C3=A9mica. Este examen no pe= rsigue la soluci=C3=B3n del problema del reclutamiento estudiantil ni las p= ropuestas de estrategias operativas; sino generar evidencia emp=C3=ADrica c= ontextual que sirva de insumo para la reflexi=C3=B3n institucional y para n= uevas indagaciones que completen el entendimiento de estos procesos de deci= si=C3=B3n complejos. </h1><h1 style=3D"margin-top:0pt; margin-bottom= :10pt; text-align:justify; page-break-inside:auto; page-break-after:auto; l= ine-height:115%; widows:0; orphans:0; font-size:12pt"><a id=3D"_4oia15rv41w= "></a>Aunque e= l t=C3=ADtulo hace referencia a estrategias de posicionamiento, en este est= udio dicho concepto se emplea con un enfoque anal=C3=ADtico. La investigaci= =C3=B3n se desarrolla bajo un dise=C3=B1o exploratorio=E2=80=93diagn=C3=B3s= tico y se centra en identificar los factores institucionales que se relacio= nan con la intenci=C3=B3n de elecci=C3=B3n de la carrera de mercadotecnia, = sin con ello plantear la formulaci=C3=B3n ni la aplicaci=C3=B3n directa de = estrategias institucionales. Por lo tanto, los resultados aportan evidencia= emp=C3=ADrica que permite comprender el fen=C3=B3meno estudiado y servir c= omo base para reflexiones posteriores, m=C3=A1s que constituir una propuest= a operativa o un plan de acci=C3=B3n definido.</h1><h1 style=3D"marg= in-top:0pt; margin-left:21.3pt; margin-bottom:10pt; text-indent:-18pt; text= -align:justify; page-break-inside:auto; page-break-after:auto; line-height:= 115%; widows:0; orphans:0; font-size:12pt">2.</sp= an> <a id=3D"_yxc9ve8dww2b"></a><span= style=3D"font-family:'Times New Roman'; font-weight:bold; color:#000000">M= etodolog=C3=ADa</h1>El dise=C3=B1o metodol=C3=B3gico de la invest= igaci=C3=B3n se sustent=C3=B3 en un encuadre cuantitativo de car=C3=A1cter = exploratorio - diagn=C3=B3stico, el cual fue elaborado mediante un corte tr= ansversal que sirvi=C3=B3 para registrar percepciones institucionales en un= determinado momento del ciclo educativo. La elecci=C3=B3n de este encuadre= estuvo vinculada al inter=C3=A9s de determinar dimensiones de percepci=C3= =B3n asociadas a la intenci=C3=B3n de elecci=C3=B3n de carrera profesional,= sin espera de la definici=C3=B3n de relaciones causa-efecto, acorde lo se= =C3=B1alado por Aggarwal, & Ranganathan (2019) los cuales explican que = este dise=C3=B1o corresponde a estudios de an=C3=A1lisis de patrones de aso= ciaci=C3=B3n en un contexto determinado. El car=C3=A1cter exploratorio del = estudio se justifica por la escasez de evidencia emp=C3=ADrica previa sobre= la estructura relacional de variables institucionales en universidades p= =C3=BAblicas regionales ecuatorianas, particularmente en el =C3=A1mbito de = las carreras de mercadotecnia.<s= pan style=3D"font-family:'Times New Roman'">La poblaci=C3=B3n objetivo estu= vo conformada por estudiantes de segundo y tercer a=C3=B1o de bachillerato = matriculados en instituciones de educaci=C3=B3n p=C3=BAblicas de la zona ur= bana de Latacunga, provincia de Cotopaxi, durante el per=C3=ADodo lectivo 2= 024=E2=80=932025. De acuerdo con datos oficiales de la Direcci=C3=B3n Distr= ital 05D01 Latacunga-Educaci=C3=B3n (Ministerio de Educaci=C3=B3n del Ecuad= or, 2024) el universo poblacional comprende aproximadamente 50.000 estudian= tes en educaci=C3=B3n ordinaria y m=C3=A1s de 4.000 bachilleres titulados a= nualmente, lo que evidencia la magnitud del segmento analizado. La muestra = indic=C3=B3 mediante un muestreo probabil=C3=ADstico estratificado por inst= ituci=C3=B3n educativa y curso, entrando con un perfil de confianza del 95%= , un perfil de error del 5% y una proporci=C3=B3n esperada de 0.5, siguiend= o los criterios est=C3=A1ndar para estimaciones muestrales cuando se descon= oce la distribuci=C3=B3n poblacional real (Taherdoost, 2017). El tama=C3=B1= o muestral resultante fue de 384 estudiantes, n=C3=BAmero que proporciona e= stabilidad estad=C3=ADstica suficiente para la valoraci=C3=B3n de modelos e= structurales mediante PLS-SEM, conforme a las recomendaciones de Andrade (2020).Los c= riterios incluyentes consideraron exclusivamente a estudiantes de segundo y= tercer a=C3=B1o de bachillerato presentes durante la aplicaci=C3=B3n del i= nstrumento y que acordaron participar a su voluntad. Se excluyeron estudian= tes ausentes en el momento de la recolecci=C3=B3n y aquellos que decidieron= no participar. No se aplicaron criterios de eliminaci=C3=B3n post colecci= =C3=B3n, dado que todos los cuestionarios fueron completados adecuadamente = y cumplieron con los requisitos de integridad anal=C3=ADtica. El estudio co= nt=C3=B3 con autorizaci=C3=B3n formal de la Direcci=C3=B3n Distrital 05D01 = Latacunga-Educaci=C3=B3n (Ministerio de Educaci=C3=B3n del Ecuador, 2024) c= umpliendo con los est=C3=A1ndares =C3=A9ticos y administrativos exigidos pa= ra indagaciones en contextos educativos. Antes de la aplicaci=C3=B3n del in= strumento, los participantes fueron informados verbalmente sobre los objeto= s acad=C3=A9micos del estudio, el car=C3=A1cter de voluntad de su participa= ci=C3=B3n y las medidas de confidencialidad pertinentes, obteni=C3=A9ndose = consentimiento informado de cada uno de ellos. No se solicit=C3=B3 informac= i=C3=B3n personal identificable, garantizando el anonimato conforme a princ= ipios =C3=A9ticos en investigaci=C3=B3n psicol=C3=B3gica y educativa.</span= >Dentro de cada estrato definido por instituci=C3=B3n educativa y cu= rso, se realiz=C3=B3 una selecci=C3=B3n aleatoria de aulas y estudiantes du= rante el operativo de campo, los d=C3=ADas 30 de junio y 1 de julio de 2024= . No se estableci=C3=B3 de antemano una lista predefinida de participantes = espec=C3=ADficos, sino que se procedi=C3=B3 a la elecci=C3=B3n aleatoria di= recta en el sitio, utilizando procedimientos simples como selecci=C3=B3n po= r sorteo de n=C3=BAmeros o posiciones en listas de asistencia proporcionada= s por los docentes responsables de cada aula. Esta aproximaci=C3=B3n garant= iz=C3=B3 que todos los estudiantes elegibles en las unidades estratificadas= tuvieran una probabilidad equivalente de ser incluidos en la muestra, alin= e=C3=A1ndose con los principios de representatividad del muestreo probabil= =C3=ADstico estratificado. La aplicaci=C3=B3n del cuestionario se realiz=C3= =B3 presencialmente, aula por aula, durante el horario acad=C3=A9mico habit= ual, con el acompa=C3=B1amiento del docente a cargo, quien facilit=C3=B3 el= acceso a los grupos seleccionados.La t=C3=A9cnica principal = de recopilaci=C3=B3n de datos fue una encuesta estructurada basada en la ad= aptaci=C3=B3n contextual del modelo psicom=C3=A9trico propuesto por Garc=C3= =ADa-Mart=C3=ADnez et al. (2024) quienes validaron un instrumento multidime= nsional para analizar caracter=C3=ADsticas claves en la elecci=C3=B3n de ca= rrera universitaria mediante ecuaciones estructurales. El cuestionario pres= erv=C3=B3 la estructura te=C3=B3rica original del constructo, manteniendo l= as seis dimensiones institucionales previamente establecidas en la literatu= ra: imagen institucional, factor econ=C3=B3mico, factor emocional, infraest= ructura, servicios y ubicaci=C3=B3n. Las adaptaciones realizadas incluyeron= ajustes de lenguaje y redacci=C3=B3n para facilitar la comprensi=C3=B3n po= r parte de bachilleres ecuatorianos, sin alterar el significado te=C3=B3ric= o ni la l=C3=B3gica del constructo medido, siguiendo mejores pr=C3=A1cticas= de adaptaci=C3=B3n transcultural de instrumentos que aseguran equivalencia= conceptual y funcional (Cruchinho et al., 2024).El instrumen= to final incluy=C3=B3 20 =C3=ADtems distribuidos de la siguiente manera: 16= =C3=ADtems correspondientes a las seis dimensiones latentes independientes= (imagen institucional, factor econ=C3=B3mico, factor emocional, infraestru= ctura, servicios y ubicaci=C3=B3n), 3 =C3=ADtems para medir la variable dep= endiente (intenci=C3=B3n de elecci=C3=B3n de carrera) y 1 =C3=ADtem adicion= al incorporado para reforzar una de las dimensiones con menor n=C3=BAmero d= e indicadores, manteniendo intacta la estructura conceptual propuesta por G= arc=C3=ADa-Mart=C3=ADnez et al. (2024). En congruencia con el instrumento o= riginal validado por expertos, la dimensi=C3=B3n ubicaci=C3=B3n se conserv= =C3=B3 con dos =C3=ADtems, mientras que las dem=C3=A1s dimensiones contaron= con al menos tres indicadores cada una. Esta adaptaci=C3=B3n menor no alte= ra la validez psicom=C3=A9trica del cuestionario de referencia, ya que Hair= et al. (2022) establecen que los constructos reflectivos en PLS-SEM<sp= an style=3D"font-family:'Times New Roman'"> mantienen su fiabilidad y estab= ilidad con dos o m=C3=A1s indicadores bien cargados, especialmente cuando s= e parte de escalas previamente verificadas. Todos los =C3=ADtems se analiza= ron mediante una escala tipo Likert de cinco puntos (1 =3D Totalmente en de= sacuerdo; 5 =3D Totalmente de acuerdo).La aplicaci=C3=B3n del= cuestionario se realiz=C3=B3 presencialmente, aula por aula, durante el ho= rario acad=C3=A9mico habitual los d=C3=ADas 30 de junio y 1 de julio de 202= 4, contando con el acompa=C3=B1amiento del docente a cargo en cada aula, qu= ien facilit=C3=B3 la invitaci=C3=B3n voluntaria a participar. Una vez final= izada la recolecci=C3=B3n, la base de datos fue exportada al software </spa= n>IBM SPSS Statistics versi=C3=B3n 31 para realizar el preprocesamiento, que inc= luy=C3=B3 verificaci=C3=B3n de codificaci=C3=B3n correcta, ausencia de valo= res fuera de rango e inspecci=C3=B3n de consistencia y completitud de casos= . Posteriormente se emple=C3=B3 estad=C3=ADstica descriptiva para estimar l= a muestra mediante frecuencias y porcentajes para variables sociodemogr=C3= =A1ficas.Para evaluar el modelo te=C3=B3rico se utiliz=C3=B3 = PLS= -SEM mediante el softw= are SmartPLS 4, t=C3=A9cn= ica estad=C3=ADstica de modelaci=C3=B3n de ecuaciones estructurales basada = en m=C3=ADnimos cuadrados parciales que permite estimar relaciones compleja= s entre variables latentes sin requerir distribuci=C3=B3n normal multivaria= nte estricta. La selecci=C3=B3n de PLS-SEM como t=C3=A9cnica anal=C3=ADtica se fundamenta en tres cr= iterios metodol=C3=B3gicos. Primero, el car=C3=A1cter exploratorio del estu= dio, que busca identificar asociaciones entre dimensiones institucionales s= in asumir relaciones causales predeterminadas. Segundo, la naturaleza laten= te de los constructos analizados, que requieren ser operacionalizados media= nte m=C3=BAltiples indicadores observables. Tercero, el tama=C3=B1o muestra= l moderado (n=3D384), que, si bien es suficiente para an=C3=A1lisis estruct= urales, resulta m=C3=A1s adecuado para t=C3=A9cnicas basadas en varianza qu= e para aquellas basadas en covarianza, tal como documentan Hair et al. (202= 2) en su revisi=C3=B3n de aplicaciones de PLS-SEM en ciencias sociales.La evaluaci=C3= =B3n del modelo contempl=C3=B3 dos fases distintas. En la primera fase se e= valu=C3=B3 el modelo de medici=C3=B3n mediante an=C3=A1lisis de cargas fact= oriales est=C3=A1ndar (=CE=BB) de cada indicador, evaluaci=C3=B3n de fiabil= idad interna mediante coeficiente alfa de Cronbach y Fiabilidad Compue= sta (CR), y evaluaci= =C3=B3n de validez convergente y discriminante a trav=C3=A9s de la varianza= media extra=C3=ADda (AVE= ) y el criterio heterorasgo=E2=80=93monorasgo (HTMT), siguiendo los criterios metodol=C3=B3gicos act= uales para modelos reflectivos establecidos por Henseler et al. (2015). En = la segunda fase se evalu=C3=B3 el modelo estructural mediante estimaci=C3= =B3n de coeficientes de trayectoria (=CE=B2), an=C3=A1lisis del coeficiente= de determinaci=C3=B3n (R=C2=B2), c=C3=A1lculo de tama=C3=B1os del efecto (= f=C2=B2) y realizaci=C3=B3n de bootstrapping con 5.000 remuestras para esti= mar la significancia estad=C3=ADstica de los efectos estructurales, proporc= ionando robustez a las pruebas de hip=C3=B3tesis.Cabe se=C3= =B1alar que el estudio presenta limitaciones inherentes a su dise=C3=B1o. L= os resultados se circunscriben al contexto urbano espec=C3=ADfico de Latacu= nga y al segmento de estudiantes de instituciones p=C3=BAblicas, por lo que= su generalizaci=C3=B3n a otros contextos educativos debe realizarse con pr= ecauci=C3=B3n. Adicionalmente, el dise=C3=B1o transversal captura percepcio= nes en un momento espec=C3=ADfico, sin permitir evaluar la estabilidad temp= oral de las asociaciones identificadas. Manulat (2025) sugieren que indagac= iones futuras podr=C3=ADan incorporar dise=C3=B1os longitudinales y variabl= es psicol=C3=B3gicas y familiares adicionales para ampliar la capacidad exp= licativa de los modelos exploratorios en contextos educativos. No obstante,= el encuadre adoptado resulta apropiado para el objeto diagn=C3=B3stico del= estudio, que busca identificar dimensiones institucionales relevantes como= insumo para futuros an=C3=A1lisis, sin pretender generar modelos predictiv= os robustos o evaluaciones causales definitivas.<h1 style=3D"mar= gin-top:0pt; margin-left:21.3pt; margin-bottom:10pt; text-indent:-18pt; tex= t-align:justify; page-break-inside:auto; page-break-after:auto; line-height= :115%; widows:0; orphans:0; font-size:12pt">3.</s= pan> <a id=3D"_adgncl6pzcen"></a><spa= n style=3D"font-family:'Times New Roman'; font-weight:bold; color:#000000">= Resultados</h1>La presente secci=C3=B3n expone los hallazgos obte= nidos mediante PLS-SEM, s= iguiendo la secuencia metodol=C3=B3gica recomendada por Hair et al. (2022):= evaluaci=C3=B3n del modelo de medici=C3=B3n, an=C3=A1lisis del modelo estr= uctural, pruebas de significancia mediante bootstrapping y estimaci=C3=B3n de tama=C3=B1os del efect= o. Los resultados se presentan sin interpretaciones sustantivas, reservando= el an=C3=A1lisis cr=C3=ADtico para la secci=C3=B3n de discusi=C3=B3n.</spa= n>Desde el punto de vista del modelo de medici=C3=B3n, se especifica= bajo un modo reflexivo, asumiendo que los constructos latentes se dejan ve= r c=C3=B3mo sus indicadores observables. En esta evaluaci=C3=B3n se tom=C3= =B3 en consideraci=C3=B3n en t=C3=A9rminos de evaluaci=C3=B3n tres criterio= s: fiabilidad interna, validez convergente y validez discriminante.<= /p>La fiabilidad interna de los constructos se analiz=C3=B3 por medio de= l coeficiente alfa de Cronbach (=CE=B1) y la Fiabilidad Compuesta (CR). Los valores obtenidos oscilan entre =CE=B1 = =3D 0.852 y =CE=B1 =3D 0.901 para alfa de Cronbach, y entre CR =3D 0.872 y CR =3D 0.923 para fiabilidad compuest= a, superando en todos los casos los umbrales m=C3=ADnimos recomendados (=CE= =B1 =E2=89=A5 0.70; CR =E2=89=A5 0.70) establecidos en la literatura metodo= l=C3=B3gica para estudios aplicados en ciencias sociales (Henseler et al., 2015).La= validez convergente se concluy=C3=B3 por medio de la Varianza Media E= xtra=C3=ADda (AVE). To= dos los constructos presentan valores de AVE superiores a 0.50 (rango: 0.628 -- 0.748), lo que indic= a que cada constructo expresa m=C3=A1s de la mitad de la varianza de sus se= =C3=B1ales asociadas. Las cargas factoriales externas estandarizadas (=CE= =BB) de los =C3=ADtems se mantienen dentro del rango aceptable, con valores= entre 0.742 y 0.891. Los valores espec=C3=ADficos se detallan en la </span= ><a href=3D"#tabla1" style=3D"text-decoration:none">Tabla 1</a>. <a id=3D"tabla1"><spa= n style=3D"font-family:'Times New Roman'; font-weight:bold">Tabla 1<= /a> Fiabilidad y validez convergente del modelo de medici=C3=B3n</s= pan><table style=3D"width:425.2pt; margin-right:auto; margin-left:auto;= margin-bottom:0pt; padding:0pt; border-collapse:collapse"><tr><td style=3D= "width:102.3pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid= #000000; padding:2pt; vertical-align:bottom">Constructo</td><td style=3D"width:10= 2.3pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000;= padding:2pt; vertical-align:bottom">a</td><td style=3D"width:10= 2.3pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000;= padding:2pt; vertical-align:bottom">CR</td><td style=3D"width:1= 02.3pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000= ; padding:2pt; vertical-align:bottom">AVE</td></tr><tr><td style= =3D"width:102.3pt; border-top:0.75pt solid #000000; padding:2pt; vertical-a= lign:bottom">Econ= =C3=B3mico</td><td style=3D"width:102.3pt; border-top:0.75pt sol= id #000000; padding:2pt; vertical-align:bottom">865</td><td styl= e=3D"width:102.3pt; border-top:0.75pt solid #000000; padding:2pt; vertical-= align:bottom">918</td><td style=3D"width:102.3pt; border-top:0.7= 5pt solid #000000; padding:2pt; vertical-align:bottom">788</td><= /tr><tr><td style=3D"width:102.3pt; padding:2pt; vertical-align:bottom">Emocional<= /td><td style=3D"width:102.3pt; padding:2pt; vertical-align:bottom">894</sp= an></td><td style=3D"width:102.3pt; padding:2pt; vertical-align:bottom"= >934</td><td style=3D"width:102.3pt; padding:2pt; vertical-align= :bottom">824</td></tr><tr><td style=3D"width:102.3pt; padding:2p= t; vertical-align:bottom">Imagen institucional</td><td style=3D"width:102.3pt; pad= ding:2pt; vertical-align:bottom">896</td><td style=3D"width:10= 2.3pt; padding:2pt; vertical-align:bottom"><sp= an style=3D"font-family:'Times New Roman'">935</td><td style=3D"= width:102.3pt; padding:2pt; vertical-align:bottom">827</td></tr>= <tr><td style=3D"width:102.3pt; padding:2pt; vertical-align:bottom">Infraestructura</p= ></td><td style=3D"width:102.3pt; padding:2pt; vertical-align:bottom">875</= span></td><td style=3D"width:102.3pt; padding:2pt; vertical-align:botto= m">923</td><td style=3D"width:102.3pt; padding:2pt; vertical-ali= gn:bottom">799</td></tr><tr><td style=3D"width:102.3pt; padding:= 2pt; vertical-align:bottom">Servicios</td><td style=3D"width:102.3pt; padding:2pt;= vertical-align:bottom">892</td><td style=3D"width:102.3pt; padd= ing:2pt; vertical-align:bottom">933</td><td style=3D"width:102.3= pt; padding:2pt; vertical-align:bottom">822</td></tr><tr><td sty= le=3D"width:102.3pt; padding:2pt; vertical-align:bottom">Ubicaci=C3=B3n</td><td st= yle=3D"width:102.3pt; padding:2pt; vertical-align:bottom">857</t= d><td style=3D"width:102.3pt; padding:2pt; vertical-align:bottom">933</spa= n></td><td style=3D"width:102.3pt; padding:2pt; vertical-align:bottom">= = 874</td></tr><tr><td style=3D"width:102.3pt; padding:2pt; vertic= al-align:bottom">I= ntenci=C3=B3n de elecci=C3=B3n</td><td style=3D"width:102.3pt; p= adding:2pt; vertical-align:bottom">919</td><td style=3D"width:10= 2.3pt; padding:2pt; vertical-align:bottom"><sp= an style=3D"font-family:'Times New Roman'">949</td><td style=3D"= width:102.3pt; padding:2pt; vertical-align:bottom">861</td></tr>= <tr><td style=3D"width:102.3pt; border-bottom:0.75pt solid #000000; padding= :2pt; vertical-align:bottom">Econ=C3=B3mico</td><td style=3D"width:102.3pt; border= -bottom:0.75pt solid #000000; padding:2pt; vertical-align:bottom">865</spa= n></td><td style=3D"width:102.3pt; border-bottom:0.75pt solid #000000; = padding:2pt; vertical-align:bottom">918</td><td style=3D"width:1= 02.3pt; border-bottom:0.75pt solid #000000; padding:2pt; vertical-align:bot= tom">788</td></tr></table>Nota: =CE=B1 =3D Alfa de Cronbach; CR =3D Fiabilidad compuest= a; AVE =3D Varianza media extra=C3=ADda.La conclusi=C3=B3n discriminante se eval= u=C3=B3 mediante el criterio heterorasgo =E2=80=93 mono rasgo (HTMT<spa= n style=3D"font-family:'Times New Roman'">). Los valores HTMT entre constructos oscilan entre 0.247 = y 0.782, situ=C3=A1ndose por debajo del umbral conservador de 0.85 establec= ido por Henseler et al. (2015). Este resultado confirma que los constructos= son emp=C3=ADricamente distintos entre s=C3=AD y no presentan solapamiento= conceptual significativo. La matriz HTMT se presenta en la <a href=3D"#tabla2" style=3D"text= -decoration:none">Tabla 2</sp= an></a>.<a id=3D"tabla2">Tabla 2</a> Validez discriminante del modelo (criterio= HTMT)<table style=3D"width:426pt; margin-bottom:0pt; padding:0p= t; border-collapse:collapse"><tr><td style=3D"width:62pt; border-top:0.75pt= solid #000000; border-bottom:0.75pt solid #000000; padding:2pt; vertical-a= lign:bottom">Constructo</td><td style=3D"width:45.5pt; border-to= p:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:2pt; ve= rtical-align:bottom">Econ=C3=B3mico</td><td style=3D"width:48.5p= t; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pad= ding:2pt; vertical-align:bottom">Emocional</td><td style=3D"wi= dth:39.5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #00= 0000; padding:2pt; vertical-align:bottom"><spa= n style=3D"font-family:'Times New Roman'">Imagen</td><td style= =3D"width:64.25pt; border-top:0.75pt solid #000000; border-bottom:0.75pt so= lid #000000; padding:2pt; vertical-align:bottom">Infraestructura= </td><td style=3D"width:43.25pt; border-top:0.75pt solid #000000; border-bo= ttom:0.75pt solid #000000; padding:2pt; vertical-align:bottom">Intenci=C3= =B3n</td><td style=3D"width:44.75pt; border-top:0.75pt solid #00= 0000; border-bottom:0.75pt solid #000000; padding:2pt; vertical-align:botto= m">Servicios</td><td style=3D"width:46.25pt; border-top:0.75pt s= olid #000000; border-bottom:0.75pt solid #000000; padding:2pt; vertical-ali= gn:bottom">Ubicaci=C3=B3n</td></tr><tr><td style=3D"width:62pt; = border-top:0.75pt solid #000000; padding:2pt; vertical-align:bottom">Econ=C3=B3mico= </td><td style=3D"width:45.5pt; border-top:0.75pt solid #000000; padding:2p= t; vertical-align:bottom">=E2=80=94</td><td style=3D"width:48.5pt; border-top:0.75p= t solid #000000; padding:2pt; vertical-align:bottom"> </td><td style=3D"width= :39.5pt; border-top:0.75pt solid #000000; padding:2pt; vertical-align:botto= m"> </p= ></td><td style=3D"width:64.25pt; border-top:0.75pt solid #000000; padding:= 2pt; vertical-align:bottom"> </td><td style=3D"width:43.25pt; border-top:0.75p= t solid #000000; padding:2pt; vertical-align:bottom"> </td><td style=3D"width= :44.75pt; border-top:0.75pt solid #000000; padding:2pt; vertical-align:bott= om"> </= p></td><td style=3D"width:46.25pt; border-top:0.75pt solid #000000; padding= :2pt; vertical-align:bottom"> </td></tr><tr><td style=3D"width:62pt; padding:2= pt; vertical-align:bottom">Emocional</td><td style=3D"width:45.5pt; padding:2pt; ve= rtical-align:bottom">0,288</td><td style=3D"width:48.5pt; padding= :2pt; vertical-align:bottom">=E2=80=94</td><td style=3D"width:39.5pt; padding:2pt; = vertical-align:bottom"> </td><td style=3D"width:64.25pt; padding:2pt; vertical= -align:bottom"> = 0;</td><td style=3D"width:43.25pt; padding:2pt; vertical-align:b= ottom"> </span= ></td><td style=3D"width:44.75pt; padding:2pt; vertical-align:bottom"><= p style=3D"margin-bottom:0pt; line-height:115%; widows:0; orphans:0; font-s= ize:9pt"> </t= d><td style=3D"width:46.25pt; padding:2pt; vertical-align:bottom"> </td></tr>= <tr><td style=3D"width:62pt; padding:2pt; vertical-align:bottom">Imagen</td><td s= tyle=3D"width:45.5pt; padding:2pt; vertical-align:bottom">0,325</= td><td style=3D"width:48.5pt; padding:2pt; vertical-align:bottom">0,353</sp= an></td><td style=3D"width:39.5pt; padding:2pt; vertical-align:bottom">= =E2=80=94</p= ></td><td style=3D"width:64.25pt; padding:2pt; vertical-align:bottom"> </td><t= d style=3D"width:43.25pt; padding:2pt; vertical-align:bottom"><sp= an style=3D"font-family:'Times New Roman'"> </td><td style= =3D"width:44.75pt; padding:2pt; vertical-align:bottom"> </td><td style=3D"widt= h:46.25pt; padding:2pt; vertical-align:bottom"> </td></tr><tr><td style=3D"wid= th:62pt; padding:2pt; vertical-align:bottom">Infraestructura</td><td style=3D"width= :45.5pt; padding:2pt; vertical-align:bottom"><s= pan style=3D"font-family:'Times New Roman'">0,341</td><td style= =3D"width:48.5pt; padding:2pt; vertical-align:bottom">0,322</td><= td style=3D"width:39.5pt; padding:2pt; vertical-align:bottom">0,457</= p></td><td style=3D"width:64.25pt; padding:2pt; vertical-align:bottom">=E2=80=94</t= d><td style=3D"width:43.25pt; padding:2pt; vertical-align:bottom"> </td><td s= tyle=3D"width:44.75pt; padding:2pt; vertical-align:bottom"> </td><td style=3D"= width:46.25pt; padding:2pt; vertical-align:bottom"> </td></tr><tr style=3D"hei= ght:17.05pt"><td style=3D"width:62pt; padding:2pt; vertical-align:bottom"><= p style=3D"margin-bottom:0pt; line-height:115%; widows:0; orphans:0; font-s= ize:9pt">Intenci=C3=B3n</span= ></td><td style=3D"width:45.5pt; padding:2pt; vertical-align:bottom"><p= style=3D"margin-bottom:0pt; text-align:right; line-height:115%; widows:0; = orphans:0; font-size:9pt">0,5= 42</td><td style=3D"width:48.5pt; padding:2pt; vertical-align:bo= ttom">0,441</td><td style=3D"width:39.5pt; padding:2pt; vertical-= align:bottom">0,648</td><td style=3D"width:64.25pt; padding:2pt; = vertical-align:bottom">0,481</td><td style=3D"width:43.25pt; padd= ing:2pt; vertical-align:bottom">=E2=80=94</td><td style=3D"width:44.75pt; padding:2= pt; vertical-align:bottom"> </td><td style=3D"width:46.25pt; padding:2pt; vert= ical-align:bottom">= </td></tr><tr><td style=3D"width:62pt; padding:2pt; vertic= al-align:bottom">Se= rvicios</td><td style=3D"width:45.5pt; padding:2pt; vertical-ali= gn:bottom">0,405</td><td style=3D"width:48.5pt; padding:2pt; vert= ical-align:bottom">0,354</td><td style=3D"width:39.5pt; padding:2= pt; vertical-align:bottom">0,473</td><td style=3D"width:64.25pt; = padding:2pt; vertical-align:bottom">0,317</td><td style=3D"width:= 43.25pt; padding:2pt; vertical-align:bottom"><s= pan style=3D"font-family:'Times New Roman'">0,539</td><td style= =3D"width:44.75pt; padding:2pt; vertical-align:bottom">=E2=80=94</td><td style=3D"w= idth:46.25pt; padding:2pt; vertical-align:bottom"> </td></tr><tr><td style=3D"= width:62pt; border-bottom:0.75pt solid #000000; padding:2pt; vertical-align= :bottom">Ubicaci=C3= =B3n</td><td style=3D"width:45.5pt; border-bottom:0.75pt solid #= 000000; padding:2pt; vertical-align:bottom"><sp= an style=3D"font-family:'Times New Roman'">0,240</td><td style= =3D"width:48.5pt; border-bottom:0.75pt solid #000000; padding:2pt; vertical= -align:bottom">0,304</td><td style=3D"width:39.5pt; border-bottom= :0.75pt solid #000000; padding:2pt; vertical-align:bottom">0,343<= /td><td style=3D"width:64.25pt; border-bottom:0.75pt solid #000000; padding= :2pt; vertical-align:bottom">0,257</td><td style=3D"width:43.25pt= ; border-bottom:0.75pt solid #000000; padding:2pt; vertical-align:bottom"><= p style=3D"margin-bottom:0pt; text-align:right; line-height:115%; widows:0;= orphans:0; font-size:9pt">0,= 369</td><td style=3D"width:44.75pt; border-bottom:0.75pt solid #= 000000; padding:2pt; vertical-align:bottom"><sp= an style=3D"font-family:'Times New Roman'">0,325</td><td style= =3D"width:46.25pt; border-bottom:0.75pt solid #000000; padding:2pt; vertica= l-align:bottom">=E2= =80=94</td></tr></table>Nota: los valores HTMT inferiores a 0.85 indican adecuada validez discriminante entre lo= s constructos.Una vez aprobado el modelo de medici=C3=B3n, se procedi=C3=B3 a eval= uar el modelo estructural. El coeficiente de determinaci=C3=B3n (R=C2=B2) d= e la variable dependiente Intenci=C3=B3n de elecci=C3=B3n alcanz=C3=B3 un v= alor de 0.525, lo que indica que las seis dimensiones institucionales expli= can conjuntamente el 52.5% de su varianza. Este valor se sit=C3=BAa en el r= ango considerado moderado=E2=80=93alto en investigaci=C3=B3n aplicada en co= ntextos educativos, conforme a los criterios interpretativos reportados por= Garc=C3=ADa-Mart=C3=ADnez et al. (2024) en estudios similares sobre elecci= =C3=B3n de carrera universitaria mediante PLS-SEM.El modelo estructural indic=C3=B3 e= l 52,5% de la varianza de la intenci=C3=B3n de elecci=C3=B3n (R=C2=B2 =3D 0= .525), valor que se considera de capacidad explicativa moderada en contexto= s educativos. Cinco de las seis dimensiones institucionales presentaron aso= ciaciones estad=C3=ADsticamente significativas con la intenci=C3=B3n de ele= cci=C3=B3n: emocional (=CE=B2 =3D 0.335, p < 0.001), econ=C3=B3mica (=CE= =B2 =3D 0.244, p < 0.001), imagen institucional (=CE=B2 =3D 0.165, p =3D= 0.004), servicios (=CE=B2 =3D 0.129, p =3D 0.025) e infraestructura (=CE= =B2 =3D 0.127, p =3D 0.033), mientras que la dimensi=C3=B3n ubicaci=C3=B3n = no alcanz=C3=B3 significancia estad=C3=ADstica (=CE=B2 =3D 0.067, p =3D 0.0= 60). El tama=C3=B1o del efecto fue medio para la dimensi=C3=B3n emocional (= f=C2=B2 =3D 0.164), peque=C3=B1o=E2=80=93medio para la dimensi=C3=B3n econ= =C3=B3mica (f=C2=B2 =3D 0.102) y peque=C3=B1o para imagen institucional, se= rvicios e infraestructura, en tanto que la ubicaci=C3=B3n present=C3=B3 un = efecto pr=C3=A1cticamente nulo (f=C2=B2 =3D 0.007). Los valores se indican = en la <a href=3D"#tabla3" style=3D"text-decoration:none">Tabla 3</a> y <a href=3D"#fig1" style=3D"text-decoratio= n:none">Figura 1</a><s= pan style=3D"font-family:'Times New Roman'">.<a id=3D"= tabla3">Tab= la 3</a>Coeficientes del modelo estructural<table sty= le=3D"width:265.5pt; margin-right:auto; margin-left:auto; margin-bottom:0pt= ; padding:0pt; border-collapse:collapse"><tr><td style=3D"width:153.75pt; b= order-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding= :2pt; vertical-align:bottom">Relaci=C3=B3n estructural</td><td style=3D"width:103.= 7pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; p= adding:2pt; vertical-align:bottom">=CE=B2</td></tr><tr><td styl= e=3D"width:153.75pt; border-top:0.75pt solid #000000; padding:2pt; vertical= -align:bottom">Imagen =E2=86= =92 Intenci=C3=B3n</td><td style=3D"width:103.7pt; border-top:0.= 75pt solid #000000; padding:2pt; vertical-align:bottom">0,335</t= d></tr><tr><td style=3D"width:153.75pt; padding:2pt; vertical-align:bottom"= >Econ=C3=B3mico =E2=86=92 Inte= nci=C3=B3n</td><td style=3D"width:103.7pt; padding:2pt; vertical= -align:bottom">0,244</td></tr><tr><td style=3D"width:153.75pt; p= adding:2pt; vertical-align:bottom">Servicios =E2=86=92 Intenci=C3=B3n</td><td style=3D"width:1= 03.7pt; padding:2pt; vertical-align:bottom"><s= pan style=3D"font-family:'Times New Roman'">0,165</td></tr><tr><= td style=3D"width:153.75pt; padding:2pt; vertical-align:bottom">= Infraestructura =E2=86=92 Intenci=C3=B3n<= /span></td><td style=3D"width:103.7pt; padding:2pt; vertical-align:bott= om">0,129</td></tr><tr><td style=3D"width:153.75pt; padding:2pt;= vertical-align:bottom">Emocio= nal =E2=86=92 Intenci=C3=B3n</td><td style=3D"width:103.7pt; pad= ding:2pt; vertical-align:bottom">0,127</td></tr><tr><td style= =3D"width:153.75pt; border-bottom:0.75pt solid #000000; padding:2pt; vertic= al-align:bottom">Ubicaci=C3=B3= n =E2=86=92 Intenci=C3=B3n</td><td style=3D"width:103.7pt; borde= r-bottom:0.75pt solid #000000; padding:2pt; vertical-align:bottom">0,067</s= pan></td></tr></table>Nota: =CE=B2 =3D coeficiente de trayectoria estandarizado. La variable depe= ndiente es la intenci=C3=B3n de elecci=C3=B3n.La <a href=3D"#fig1" style=3D= "text-decoration:none">Figura= 1</a> presenta el mod= elo estructural estimado mediante PLS-SEM, en el que se observan los coeficientes de trayectoria est= andarizados (=CE=B2) y el coeficiente de determinaci=C3=B3n (R=C2=B2) de la= variable dependiente Intenci=C3=B3n de elecci=C3=B3n. </s= pan> = 0; <a id=3D"fig1">Figura 1</a> Modelo estructural con v= alores R=C2=B2 y coeficientes de trayectoria<img src=3D"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAOMAAAEcCA= YAAAA1PQM0AAAABHNCSVQICAgIfAhkiAAAAAlwSFlzAAAOxAAADsQBlSsOGwAAIABJREFUeJzsn= Xd4k1X//18ZTZq2adNdumhpgUIZZcsooCjKkKHCgz7uwXIiggvH40D5PYgMUXkQQQUcIFMBGTKV= KXTQFlpaRumgO22SNvP+/RHbryizSTrgfl1XLtKQnHMy3vc553M+QyIIgoALsAqgN0FeJZwogWM= FkFsJJgso5NDSBxJaQFwAhKrBSwFSiStGIiLSPJC4Qoyl1bD3DGzPgbRi0NaA7RK9SCWgcYf4IL= gjBvq3tP8tInIz4nQxni6H/7cPjhVCjeUaBwEo5dA5BKbcAm0DQCLOkiI3GU4To8UGh/Lgte1QU= 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MTJkxgz549GI1GYmJiSE5OxmazMXfuXJYvX87ixYvp08fLx0IEQSc0S8arV69y4sQJjh49SkFBA= c3NzRw9epTr16+zZcsWoqOjKSwsZNeuXUydOpXRo0dz4MABiouLWbNmDcnJyezYsYN169aRnp5O= UVERDodDq/AEQfc034admZnJsWPHkGWZMWPGUFFRQW1tLWPHjqWgoICKigoSExM5dOgQX3/9Nc3= NzeTn51NdXY3JZGL8+PGsWbMGp9OpdWiCoGuav5D5+fkRFRWF1WrFYDBQWlpKUlIS/fv3x+FwkJ= GRQU5ODidPniQ4OBhJknC73dTXK5WKR44cSVZWFnV1dVqHJgi6ptk6Y319PTabDYPBQJ8+fZAki= ZqaGiRJIiwsjNDQUCoqKggNDeXcuXPU1dUxevRoysvLcTqdWCwW+vZVdodHRERQWlpKYmIigYGB= WoQnCLonFv0FQRAE4Xb/D1Xn1lrXVAoiAAAAAElFTkSuQmCC" width=3D"227" height=3D"2= 84" alt=3D"" />Nota. =CE=B2 =3D coeficiente de trayectoria estandarizado; R=C2= =B2 =3D coeficiente de determinaci=C3=B3n.Para evaluar la significancia estad=C3= =ADstica de las trayectorias del modelo estructural, se aplic=C3=B3 el proc= edimiento de bootstrapping con 5.000 remuestras y nivel de confianza del 95= %, siguiendo las recomendaciones metodol=C3=B3gicas para PLS-SEM (Hair et al., 2022).Los resultados muestran que cinco = de las seis trayectorias presentan significancia estad=C3=ADstica (p < 0= .05): Econ=C3=B3mico =E2=86=92 Intenci=C3=B3n (t =3D 4.182, p < 0.001), = Emocional =E2=86=92 Intenci=C3=B3n (t =3D 5.927, p < 0.001), Imagen =E2= =86=92 Intenci=C3=B3n (t =3D 2.891, p =3D 0.004), Infraestructura =E2=86=92= Intenci=C3=B3n (t =3D 2.134, p =3D 0.033) y Servicios =E2=86=92 Intenci=C3= =B3n (t =3D 2.247, p =3D 0.025). La trayectoria Ubicaci=C3=B3n =E2=86=92 In= tenci=C3=B3n no alcanz=C3=B3 significancia estad=C3=ADstica (t =3D 1.882, p= =3D 0.060), situ=C3=A1ndose marginalmente por encima del umbral convencion= al. Los valores se presentan en la <a href=3D"#tabla4" style=3D"text= -decoration:none">Tabla 4</sp= an></a>.<a id=3D"tabla4">Tabla 4</a> Significancia estad=C3=ADstica de las trayectorias (Bootstrap= ping)<table style=3D"width:415.05pt; margin-right:auto; margin-l= eft:auto; margin-bottom:0pt; padding:0pt; border-collapse:collapse"><tr><td= style=3D"width:137.3pt; border-top:0.75pt solid #000000; border-bottom:0.7= 5pt solid #000000; padding:2pt; vertical-align:bottom">Relaci=C3=B3n estru= ctural</td><td style=3D"width:62.75pt; border-top:0.75pt solid #= 000000; border-bottom:0.75pt solid #000000; padding:2pt; vertical-align:bot= tom">=CE=B2</td><td style=3D"width:79.25pt; border-top:0.75pt s= olid #000000; border-bottom:0.75pt solid #000000; padding:2pt; vertical-ali= gn:bottom">STDEV</td><td style=3D"width:59.75pt; border-top:0.7= 5pt solid #000000; border-bottom:0.75pt solid #000000; padding:2pt; vertica= l-align:bottom">t</td><td style=3D"width:56pt; border-top:0.75p= t solid #000000; border-bottom:0.75pt solid #000000; padding:2pt; vertical-= align:bottom">p</td></tr><tr><td style=3D"width:137.3pt; border= -top:0.75pt solid #000000; padding:2pt; vertical-align:bottom"><= span style=3D"font-family:Cardo">Imagen =E2=86=92 Intenci=C3=B3n= </td><td style=3D"width:62.75pt; border-top:0.75pt solid #000000; padding:2= pt; vertical-align:bottom">0,335</td><td style=3D"width:79.25pt;= border-top:0.75pt solid #000000; padding:2pt; vertical-align:bottom">0,043= </td><td style=3D"width:59.75pt; border-top:0.75pt solid #000000= ; padding:2pt; vertical-align:bottom">7,740</td><td style=3D"wid= th:56pt; border-top:0.75pt solid #000000; padding:2pt; vertical-align:botto= m">0,000</td></tr><tr><td style=3D"width:137.3pt; padding:2pt; v= ertical-align:bottom">Econ=C3= =B3mico =E2=86=92 Intenci=C3=B3n</td><td style=3D"width:62.75pt;= padding:2pt; vertical-align:bottom">0,244</td><td style=3D"widt= h:79.25pt; padding:2pt; vertical-align:bottom">0,039</td><td sty= le=3D"width:59.75pt; padding:2pt; vertical-align:bottom">6,304</= td><td style=3D"width:56pt; padding:2pt; vertical-align:bottom">0,000</span= ></td></tr><tr><td style=3D"width:137.3pt; border-bottom:0.75pt solid #= 000000; padding:2pt; vertical-align:bottom">Servicios =E2=86=92 Intenci=C3=B3n</td><td style= =3D"width:62.75pt; border-bottom:0.75pt solid #000000; padding:2pt; vertica= l-align:bottom">0,165</td><td style=3D"width:79.25pt; border-bot= tom:0.75pt solid #000000; padding:2pt; vertical-align:bottom">0,041<= /p></td><td style=3D"width:59.75pt; border-bottom:0.75pt solid #000000; pad= ding:2pt; vertical-align:bottom">4,053</td><td style=3D"width:= 56pt; border-bottom:0.75pt solid #000000; padding:2pt; vertical-align:botto= m">0,000</td></tr></table>Tabla 4 Significancia estad=C3=ADstica de las= trayectorias (Bootstrapping) (continuaci=C3=B3n)<table style=3D= "width:415.05pt; margin-right:auto; margin-left:auto; margin-bottom:0pt; pa= dding:0pt; border-collapse:collapse"><tr><td style=3D"width:137.3pt; border= -top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:2pt;= vertical-align:bottom">Relaci=C3=B3n estructural</td><td style=3D"width:62.75pt; = border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; paddin= g:2pt; vertical-align:bottom">=CE=B2</td><td style=3D"width:79.2= 5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; p= adding:2pt; vertical-align:bottom">STDEV</td><td style=3D"width:= 59.75pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #00000= 0; padding:2pt; vertical-align:bottom">t</td><td style=3D"width:= 56pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; = padding:2pt; vertical-align:bottom">p</td></tr><tr><td style=3D"= width:137.3pt; border-top:0.75pt solid #000000; padding:2pt; vertical-align= :bottom">Infraestructura =E2= =86=92 Intenci=C3=B3n</td><td style=3D"width:62.75pt; border-top= :0.75pt solid #000000; padding:2pt; vertical-align:bottom">0,129= </td><td style=3D"width:79.25pt; border-top:0.75pt solid #000000; padding:2= pt; vertical-align:bottom">0,038</td><td style=3D"width:59.75pt;= border-top:0.75pt solid #000000; padding:2pt; vertical-align:bottom">3,370= </td><td style=3D"width:56pt; border-top:0.75pt solid #000000; p= adding:2pt; vertical-align:bottom">0,001</td></tr><tr><td style= =3D"width:137.3pt; padding:2pt; vertical-align:bottom">Emocional =E2=86=92 Intenci=C3=B3n</td>= <td style=3D"width:62.75pt; padding:2pt; vertical-align:bottom">0,127</span= ></td><td style=3D"width:79.25pt; padding:2pt; vertical-align:bottom"><= p style=3D"margin-bottom:0pt; text-align:right; line-height:115%; widows:0;= orphans:0; font-size:10pt">0= ,039</td><td style=3D"width:59.75pt; padding:2pt; vertical-align= :bottom">3,246</td><td style=3D"width:56pt; padding:2pt; vertica= l-align:bottom">0,001</td></tr><tr><td style=3D"width:137.3pt; b= order-bottom:0.75pt solid #000000; padding:2pt; vertical-align:bottom">Ubicaci=C3=B3n =E2=86=92 Intenci= =C3=B3n</td><td style=3D"width:62.75pt; border-bottom:0.75pt sol= id #000000; padding:2pt; vertical-align:bottom">0,067</td><td st= yle=3D"width:79.25pt; border-bottom:0.75pt solid #000000; padding:2pt; vert= ical-align:bottom">0,036</td><td style=3D"width:59.75pt; border-= bottom:0.75pt solid #000000; padding:2pt; vertical-align:bottom">1,880</s= pan></td><td style=3D"width:56pt; border-bottom:0.75pt solid #000000; p= adding:2pt; vertical-align:bottom">0,060</td></tr></table>Nota. =CE=B2 =3D coeficiente de trayectoria esta= ndarizado. STDEV =3D desviaci=C3=B3n est=C3=A1ndar. Se utiliz=C3=B3 el proc= edimiento de bootstrapping con 5.000 remuestras y un nivel de confianza del= 95 %.<h2 style=3D"margin-top:0pt; margin-left:36pt; margin-bott= om:10pt; text-indent:-18pt; page-break-inside:auto; page-break-after:auto; = line-height:115%"><sp= an>3.1.<a id=3D"_btttqa3pmjt8"></a> Tama=C3=B1o del efecto (f=C2=B2)</h2><p= style=3D"margin-bottom:10pt; text-align:justify; line-height:115%; font-si= ze:12pt">El tama=C3=B1o del e= fecto (f=C2=B2) de cada constructo sobre la variable dependiente se calcul= =C3=B3 conforme a los criterios establecidos para interpretaci=C3=B3n en mo= delos PLS-SEM (Cohen, 198= 8; Hair et al., 2022): f=C2=B2 =E2=89=A5 0.02 (efecto peque=C3=B1o), f=C2= =B2 =E2=89=A5 0.15 (efecto medio), f=C2=B2 =E2=89=A5 0.35 (efecto grande).<= /span>La dimen= si=C3=B3n emocional presenta un efecto medio (f=C2=B2 =3D 0.164), mientras = que la dimensi=C3=B3n Econ=C3=B3mica muestra un efecto peque=C3=B1o=E2=80= =93medio (f=C2=B2 =3D 0.102). Las dimensiones Imagen Institucional (f=C2=B2= =3D 0.042), Infraestructura (f=C2=B2 =3D 0.025) y Servicios (f=C2=B2 =3D 0= .028) registran efectos peque=C3=B1os. La dimensi=C3=B3n Ubicaci=C3=B3n pre= senta un efecto pr=C3=A1cticamente nulo (f=C2=B2 =3D 0.007). Los valores se= presentan en la <a href=3D"#tabla5" style=3D"text-decoration:none">= Tabla 5</a>.<a id=3D"tabla5"><= span style=3D"font-family:'Times New Roman'; font-weight:bold">Tabla 5</spa= n></a> </s= pan>Tama= =C3=B1o del efecto de los constructos sobre intenci=C3=B3n de elecci=C3=B3n= <table style=3D"width:100%; margin-right:auto; margin-left:auto;= margin-bottom:0pt; padding:0pt; border-collapse:collapse"><tr><td style=3D= "width:44.62%; border-top:0.75pt solid #000000; border-bottom:0.75pt solid = #000000; padding:2pt; vertical-align:bottom">= Relaci=C3=B3n estructural</sp= an></td><td style=3D"width:23.58%; border-top:0.75pt solid #000000; bor= der-bottom:0.75pt solid #000000; padding:2pt; vertical-align:bottom">f=C2= =B2</td><td style=3D"width:31.8%; border-top:0.75pt solid #00000= 0; border-bottom:0.75pt solid #000000; padding:2pt; vertical-align:bottom">= Tama=C3=B1o del efecto</td></tr><tr><td style=3D"width:44.62%; = border-top:0.75pt solid #000000; padding:2pt; vertical-align:bottom">Emocional =E2=86=92 Intenci=C3=B3n</= span></td><td style=3D"width:23.58%; border-top:0.75pt solid #000000; p= adding:2pt; vertical-align:bottom">0,16</td><td style=3D"width:3= 1.8%; border-top:0.75pt solid #000000; padding:2pt; vertical-align:bottom">= Medio</= td></tr><tr><td style=3D"width:44.62%; padding:2pt; vertical-align:bottom">= Econ=C3=B3mico =E2=86=92 Inten= ci=C3=B3n</td><td style=3D"width:23.58%; padding:2pt; vertical-a= lign:bottom">0,10</td><td style=3D"width:31.8%; padding:2pt; ver= tical-align:bottom">Peque=C3=B1o=E2=80=93medio</td></tr><tr><td style=3D"width:44.= 62%; padding:2pt; vertical-align:bottom">Imagen =E2=86=92 Intenci=C3=B3n</td><td style=3D"widt= h:23.58%; padding:2pt; vertical-align:bottom">= 0,04</td><td style= =3D"width:31.8%; padding:2pt; vertical-align:bottom">Peque=C3=B1o</td></tr><tr><td= style=3D"width:44.62%; padding:2pt; vertical-align:bottom"><spa= n style=3D"font-family:Cardo">Servicios =E2=86=92 Intenci=C3=B3n= </td><td style=3D"width:23.58%; padding:2pt; vertical-align:bottom">0,03</s= pan></td><td style=3D"width:31.8%; padding:2pt; vertical-align:bottom">= Peque=C3=B1o</span= ></td></tr><tr><td style=3D"width:44.62%; padding:2pt; vertical-align:b= ottom">Infraestructura =E2=86= =92 Intenci=C3=B3n</td><td style=3D"width:23.58%; padding:2pt; v= ertical-align:bottom">0,03</td><td style=3D"width:31.8%; padding= :2pt; vertical-align:bottom">Peque=C3=B1o</td></tr><tr><td style=3D"width:44.62%; = border-bottom:0.75pt solid #000000; padding:2pt; vertical-align:bottom">Ubicaci=C3=B3n =E2=86=92 Intenci= =C3=B3n</td><td style=3D"width:23.58%; border-bottom:0.75pt soli= d #000000; padding:2pt; vertical-align:bottom">0,01</td><td styl= e=3D"width:31.8%; border-bottom:0.75pt solid #000000; padding:2pt; vertical= -align:bottom">Nul= o</td></tr></table>Nota: criter= ios de interpretaci=C3=B3n: f=C2=B2 < 0.02 (efecto nulo), 0.02 =E2=89=A4= f=C2=B2 < 0.15 (efecto peque=C3=B1o), 0.15 =E2=89=A4 f=C2=B2 < 0.35 = (efecto medio), f=C2=B2 =E2=89=A5 0.35 (efecto grande).Los resultados dan cuenta = de que la intenci=C3=B3n de elecci=C3=B3n de la carrera de mercadotecnia se= relaciona de una manera diferencial con distintos dominios institucionales= , observando el peso relativo de factores de tipo emocional y econ=C3=B3mic= o y el papel de complemento de la imagen institucional, de los servicios y = de la infraestructura. La m=C3=B3dica capacidad explicativa del modelo (R= =C2=B2 =3D 0,525) corrobora que la intenci=C3=B3n de elecci=C3=B3n es un fe= n=C3=B3meno de tipo multifactorial que va m=C3=A1s all=C3=A1 de los de tipo= institucional, adelantando tambi=C3=A9n una evidencia emp=C3=ADrica contex= tualizada para la reflexi=C3=B3n sobre los procesos de la decisi=C3=B3n en = contextos educativos de tipo regional.<h1 style=3D"margin-top:0p= t; margin-left:21.3pt; margin-bottom:10pt; text-indent:-18pt; text-align:ju= stify; line-height:115%; font-size:12pt">4.</span= > <a id=3D"_fr4s4brmhlh5"></a>Dis= cusi=C3=B3n</h1>La informaci=C3=B3n que se extrae del estudio permite analizar el trab= ajo de las dimensiones institucionales respecto a la intenci=C3=B3n de elec= ci=C3=B3n de carrera desde un encuadre exploratorio en un contexto de una U= niversidad p=C3=BAblica regional. El an=C3=A1lisis estructural evidenci=C3= =B3 que cinco de las dimensiones evaluadas alcanzan asociaci=C3=B3n estad= =C3=ADsticamente significativa respecto de la intenci=C3=B3n de elecci=C3= =B3n de carrera: emocional, econ=C3=B3mica, imagen institucional, servicios= e infraestructura; en tanto que la dimensi=C3=B3n ubicaci=C3=B3n no logra = significaci=C3=B3n estad=C3=ADstica (=CE=B2 =3D 0.067, p =3D 0.060).= En t=C3=A9rmin= os de magnitud, la dimensi=C3=B3n emocional mostr=C3=B3 el efecto m=C3=A1s = elevado (=CE=B2 =3D 0.335, f=C2=B2 =3D 0.164), seguida por la dimensi=C3=B3= n econ=C3=B3mica (=CE=B2 =3D 0.244, f=C2=B2 =3D 0.102), lo que indica que l= as percepciones afectivas vinculadas a la carrera y las consideraciones eco= n=C3=B3micas desempe=C3=B1an un rol central en la formaci=C3=B3n de la inte= nci=C3=B3n de elecci=C3=B3n. La imagen institucional (=CE=B2 =3D 0.165, f= =C2=B2 =3D 0.042), los servicios (=CE=B2 =3D 0.129, f=C2=B2 =3D 0.028) y la= infraestructura (=CE=B2 =3D 0.127, f=C2=B2 =3D 0.025) aportan efectos adic= ionales de menor magnitud, configurando un conjunto de influencias instituc= ionales complementarias m=C3=A1s que un =C3=BAnico factor dominante. Esta t= ipolog=C3=ADa coincide parcialmente con Garc=C3=ADa-Mart=C3=ADnez et al. (2= 024) quienes describieron como funcional analizando los servicios acad=C3= =A9micos por un lado y factores econ=C3=B3micos por el otro los que poseen = una mayor capacidad predictiva, aunque en su modelo dicho tipo de datos sup= eran en su peso simb=C3=B3lico a otras dimensiones de tipo simb=C3=B3lico c= omo la del prestigio institucional.En esa direcci=C3=B3n, vale traer a colaci=C3= =B3n el estudio de Pedreschi & Nieto (2022) y S=C3=A1nchez et al. (2021= ) donde se analiz=C3=B3 el marketing educativo como mecanismo de captaci=C3= =B3n en una carrera de mercadeo dentro de una extensi=C3=B3n universitaria = regional, contexto bastante cercano al del presente trabajo. Sus hallazgos = mostraron que la percepci=C3=B3n de la propuesta acad=C3=A9mica y la comuni= caci=C3=B3n institucional condicionan la disposici=C3=B3n del bachiller hac= ia una determinada carrera, lo cual resulta consistente con el patr=C3=B3n = multidimensional que se identific=C3=B3 en esta investigaci=C3=B3n. Ese ant= ecedente refuerza la idea de que la intenci=C3=B3n de elecci=C3=B3n no obed= ece a un factor aislado, sino a un conjunto de se=C3=B1ales institucionales= que el aspirante interpreta de manera simult=C3=A1nea.El coeficiente de determin= aci=C3=B3n obtenido (R=C2=B2 =3D 0.525) indica que las dimensiones instituc= ionales consideradas explican conjuntamente un 52,5% de la varianza de la i= ntenci=C3=B3n de elecci=C3=B3n, lo que se sit=C3=BAa en un rango de capacid= ad explicativa moderada en estudios aplicados de PLS-SEM en contextos educativos. Este nivel de expl= icaci=C3=B3n confirma que las percepciones institucionales constituyen un c= omponente relevante del proceso decisional, pero tambi=C3=A9n que una propo= rci=C3=B3n sustantiva de la intenci=C3=B3n de elecci=C3=B3n responde a otro= s factores no incluidos en el modelo, como variables psicol=C3=B3gicas, fam= iliares o estructurales. La contribuci=C3=B3n de la imagen institucional de= be interpretarse a la luz de este patr=C3=B3n general. Aunque su efecto es = estad=C3=ADsticamente significativo, su tama=C3=B1o es peque=C3=B1o en comp= araci=C3=B3n con las dimensiones emocional y econ=C3=B3mica, lo que sugiere= que, en el contexto analizado, la imagen no opera como factor aislado ni h= egem=C3=B3nico, sino integrada a un entramado de percepciones funcionales y= afectivas sobre la carrera y la instituci=C3=B3n. Este resultado matiza lo= s planteamientos que atribuyen a la imagen un rol determinante en todos los= mercados educativos y respalda la necesidad de analizar su impacto de mane= ra contextualizada (Ccorisapra et al., 2022; Casanoves-Boix et al., 2025; G= uerra-Peralta & M=C3=BCller-P=C3=A9rez, 2024).<sp= an style=3D"font-family:'Times New Roman'">La no significancia de la dimens= i=C3=B3n ubicaci=C3=B3n refleja la transformaci=C3=B3n de los criterios tra= dicionales de elecci=C3=B3n universitaria en contextos de creciente virtual= izaci=C3=B3n educativa. Verdezoto et al. (2025) documentan c=C3=B3mo la fle= xibilizaci=C3=B3n de modalidades de estudio y el acceso a plataformas digit= ales redujeron la centralidad de la proximidad geogr=C3=A1fica como factor = decisivo, especialmente en ciudades intermedias con niveles crecientes de c= onectividad. Sin embargo, la cercan=C3=ADa geogr=C3=A1fica de Latacunga con= polos educativos de mayor tama=C3=B1o como Ambato y Quito podr=C3=ADa expl= icar por qu=C3=A9 la ubicaci=C3=B3n no se consolida como ventaja competitiv= a: los estudiantes disponen de alternativas institucionales accesibles que = neutralizan la conveniencia de la proximidad f=C3=ADsica. Este hallazgo con= trasta con estudios en contextos rurales o de aislamiento geogr=C3=A1fico, = donde la ubicaci=C3=B3n s=C3=AD emerge como factor determinante (Poole et a= l., 2023).Desde una perspectiva te=C3=B3rica, los hallazgos sugieren que la jerarq= u=C3=ADa de factores decisionales en contextos educativos regionales podr= =C3=ADa diferir sustantivamente de los patrones observados en universidades= privadas o en instituciones p=C3=BAblicas con reconocimiento nacional cons= olidado. Guerra-Peralta & M=C3=BCller-P=C3=A9rez (2024) documentan que = las universidades privadas construyen diferenciaci=C3=B3n a partir de estra= tegias de marketing relacional y comunicaci=C3=B3n segmentada, mientras que= las instituciones p=C3=BAblicas enfrentan limitaciones normativas y presup= uestarias que condicionan sus posibilidades de diferenciaci=C3=B3n simb=C3= =B3lica. En este marco, la relevancia relativa de la imagen institucional o= bservada en este estudio podr=C3=ADa reflejar que, en mercados educativos r= egionales donde m=C3=BAltiples actores compiten por demanda limitada, la co= nstrucci=C3=B3n de percepciones institucionales opera a trav=C3=A9s de cana= les informales (testimonios de pares, pericias familiares previas) m=C3=A1s= que a trav=C3=A9s de estrategias formales de comunicaci=C3=B3n institucion= al. Esta interpretaci=C3=B3n encuentra respaldo en los aportes de V=C3=A1sq= uez et al. (2024) sobre la construcci=C3=B3n de identidad institucional en = universidades p=C3=BAblicas, quien se=C3=B1ala que la congruencia entre ale= gato institucional y pr=C3=A1ctica formativa constituye un elemento m=C3=A1= s determinante que la proyecci=C3=B3n comunicacional externa.En paralelo, la discu= si=C3=B3n sobre canales de construcci=C3=B3n de percepci=C3=B3n institucion= al puede ampliarse si se considera que en el panorama de la educaci=C3=B3n = superior, parte de la visibilidad y del relacionamiento con potenciales est= udiantes ocurre de igual forma en entornos digitales (Suarez et al., 2018).= En esa direcci=C3=B3n se se=C3=B1al=C3=B3 que el marketing digital constit= uye un recurso para difundir la oferta acad=C3=A9mica y sostener interacci= =C3=B3n con p=C3=BAblicos estudiantiles mediante contenidos y plataformas, = incidiendo en la forma en que se configura la percepci=C3=B3n de valor del = servicio educativo (Asanza et al., 2024; Alb=C3=A1n et al., 2021; Carrasco,= 2019). En el contexto analizado esta mediaci=C3=B3n digital no reemplaza l= os canales informales, pero s=C3=AD podr=C3=ADa operar como un componente c= omplementario del ecosistema informacional que antecede a la intenci=C3=B3n= de elecci=C3=B3nDesde una perspectiva aplicada, los resultados analizados a parti= r de la jerarqu=C3=ADa de tama=C3=B1os de efecto sugieren la relevancia de = considerar, en el plano institucional, en primer lugar los componentes emoc= ionales asociados a la carrera, por su efecto medio sobre la variable depen= diente, y en segundo t=C3=A9rmino los aspectos econ=C3=B3micos percibidos, = que muestran un efecto peque=C3=B1o-medio. La imagen institucional, los ser= vicios y la infraestructura aportan efectos adicionales de menor magnitud, = por lo que su fortalecimiento deber=C3=ADa concebirse como un complemento a= las intervenciones dirigidas a las dimensiones emocional y econ=C3=B3mica,= m=C3=A1s que como el eje =C3=BAnico de la estrategia de posicionamiento.</= span>El modelo= estimado debe entenderse como una aproximaci=C3=B3n de car=C3=A1cter explo= ratorio-diagn=C3=B3stico m=C3=A1s que como un esquema confirmatorio o predi= ctivo definitivo. La capacidad explicativa moderada observada (R=C2=B2 =3D = 0.525) y la identificaci=C3=B3n de varias dimensiones institucionales con e= fectos significativos permiten delinear un patr=C3=B3n de asociaciones rele= vante para el contexto analizado, pero no autorizan a asumir relaciones cau= sales ni a generalizar de manera autom=C3=A1tica los resultados a otros esc= enarios educativos. En este sentido, el modelo aporta evidencia emp=C3=ADri= ca =C3=BAtil para orientar la reflexi=C3=B3n institucional y generar hip=C3= =B3tesis para futuros estudios, m=C3=A1s que para derivar prescripciones es= trat=C3=A9gicas cerradas.<a id=3D"_b7wyug8ji4po"></a>= El estudio presenta limitacio= nes que deben considerarse al interpretar los hallazgos. El dise=C3=B1o tra= nsversal captura percepciones en un momento espec=C3=ADfico del ciclo educa= tivo, sin permitir evaluar la estabilidad temporal de las asociaciones iden= tificadas ni analizar c=C3=B3mo evolucionan las percepciones institucionale= s durante el proceso de elecci=C3=B3n. Los resultados se circunscriben al c= ontexto urbano de Latacunga y al segmento de instituciones educativas p=C3= =BAblicas, lo que limita su generalizaci=C3=B3n a otros escenarios educativ= os con configuraciones institucionales, demogr=C3=A1ficas o socioecon=C3=B3= micas distintas. Adicionalmente, el modelo analiza exclusivamente dimension= es institucionales, excluyendo variables psicol=C3=B3gicas, familiares y es= tructurales que la literatura identifica como relevantes en procesos de ele= cci=C3=B3n vocacional. Indagaciones futuras podr=C3=ADan adoptar dise=C3=B1= os longitudinales que permitan analizar trayectorias decisionales desde eta= pas tempranas del bachillerato hacia la elecci=C3=B3n concreta de instituci= =C3=B3n y carrera (Far=C3=ADas-Mart=C3=ADnez, 2016; Manulat, 2025).<= /p>5.<s= pan style=3D"width:9pt; font:7pt 'Times New Roman'; display:inline-block">&= #xa0; Conclusiones<ul style=3D"margin:0pt; p= adding-left:0pt"><li class=3D"ListParagraph" style=3D"margin-left:32.33pt; = margin-bottom:0pt; text-align:justify; line-height:115%; padding-left:3.67p= t; font-family:serif; font-size:12pt">El estudio permiti=C3=B3 comprender c=C3=B3mo se configuran las pe= rcepciones institucionales en el proceso de elecci=C3=B3n de carrera entre = estudiantes de bachillerato en el contexto de una universidad p=C3=BAblica = regional. El an=C3=A1lisis revel=C3=B3 que la intenci=C3=B3n de elecci=C3= =B3n no responde a un =C3=BAnico factor dominante, sino a una estructura de= asociaciones diferenciadas donde las dimensiones institucionales presentan= niveles de incidencia variables. Este hallazgo evidencia que los procesos = decisionales en contextos educativos regionales operan bajo l=C3=B3gicas es= pec=C3=ADficas que no siempre replican los patrones identificados en univer= sidades con trayectorias consolidadas o en mercados educativos metropolitan= os, lo que refuerza la necesidad de aproximaciones emp=C3=ADricas contextua= lizadas que reconozcan la heterogeneidad de los sistemas de educaci=C3=B3n = superior.</li><li class=3D"ListParagraph" style=3D"margin-left:32.33= pt; margin-bottom:0pt; text-align:justify; line-height:115%; padding-left:3= .67pt; font-family:serif; font-size:12pt">El an=C3=A1lisis de la percepci=C3=B3n que tienen los estudian= tes de bachillerato de Latacunga sobre la carrera de mercadotecnia de la </= span>Universidad T=C3=A9cnica de Cotopaxi se abord=C3=B3 mediante un modelo estructural de car=C3= =A1cter exploratorio=E2=80=93diagn=C3=B3stico. Este encuadre permite identi= ficar asociaciones diferenciadas entre las dimensiones institucionales anal= izadas y la intenci=C3=B3n de elecci=C3=B3n.</li><li class=3D"ListPa= ragraph" style=3D"margin-left:32.33pt; margin-bottom:0pt; text-align:justif= y; line-height:115%; padding-left:3.67pt; font-family:serif; font-size:12pt= ">La contribuci=C3=B3n cient= =C3=ADfica de la investigaci=C3=B3n se resume en tres aportes relevantes en= relaci=C3=B3n con el =C3=A1mbito del marketing educativo y la elecci=C3=B3= n vocacional. Primero, aporta evidencias emp=C3=ADricas contextualizadas so= bre la estructura de los tipos de asociaciones entre dimensiones institucio= nales e intenci=C3=B3n de elecci=C3=B3n en el contexto de una universidad p= =C3=BAblica regional; este aspecto pone en evidencia que los factores consi= derados tradicionalmente como determinantes no se comportan de igual manera= en todos los contextos educativos. Segundo, da visibilidad a los l=C3=ADmi= tes explicativos de los modelos que se centran exclusivamente en dimensione= s institucionales, con el objeto de confirmar que la decisi=C3=B3n vocacion= al es un fen=C3=B3meno multifactorial que se escapa de las variables percib= idas sobre la oferta acad=C3=A9mica. Y tercero, aporta al debate metodol=C3= =B3gico en torno al uso de PLS-SEM en estudios exploratorios, dado que los modelos estructurales pue= den aportar valor cient=C3=ADfico: al menos en la medida que se delimita ex= pl=C3=ADcitamente el alcance diagn=C3=B3stico de los modelos para evitar la= sobre interpretaci=C3=B3n de los resultados obtenidos.</li><li clas= s=3D"ListParagraph" style=3D"margin-left:32.33pt; margin-bottom:0pt; text-a= lign:justify; line-height:115%; padding-left:3.67pt; font-family:serif; fon= t-size:12pt">Los hallazgos so= n v=C3=A1lidos =C3=BAnicamente para el contexto espec=C3=ADfico que se inve= stig=C3=B3 y no permiten hacer generalizaciones autom=C3=A1ticas con respec= to a otras carreras, otras instituciones y otras regiones del pa=C3=ADs. El= dise=C3=B1o transversal utilizado fue capaz de captar percepciones en un m= omento del ciclo educativo, pero no posibilit=C3=B3 realizar un an=C3=A1lis= is de trayectorias decisionales ni evaluar la estabilidad temporal de las r= elaciones halladas. El escaso potencial explicativo del modelo hace suponer= que una parte importante de la intenci=C3=B3n de elecci=C3=B3n se debe a f= actores no examinados en esta investigaci=C3=B3n, y entre ellos se encuentr= an variables psicol=C3=B3gicas, familiares y estructurales que la literatur= a constata que son relevantes pero que a su vez quedaron fuera del marco de= esta investigaci=C3=B3n.</li><li class=3D"ListParagraph" style=3D"m= argin-left:32.33pt; margin-bottom:10pt; text-align:justify; line-height:115= %; padding-left:3.67pt; font-family:serif; font-size:12pt">En este sentido los resultados deben entender= se como un insumo emp=C3=ADrico para la reflexi=C3=B3n acad=C3=A9mica e ins= titucional sobre el fen=C3=B3meno analizado, sin constituir una propuesta d= e acci=C3=B3n o intervenci=C3=B3n institucional directa. Adicionalmente, fu= turas indagaciones podr=C3=ADan explorar si la estructura de asociaciones i= dentificada se mantiene en otros contextos educativos regionales o si, por = el contrario, presenta variaciones significativas seg=C3=BAn caracter=C3=AD= sticas institucionales, demogr=C3=A1ficas o socioecon=C3=B3micas espec=C3= =ADficas, contribuyendo as=C3=AD a la construcci=C3=B3n de marcos te=C3=B3r= icos m=C3=A1s comprehensivos sobre la elecci=C3=B3n vocacional en sistemas = de educaci=C3=B3n superior heterog=C3=A9neos.</li></ul>6. = ; Conflicto de interesesLos autores declaran que no existe conflicto de in= tereses en relaci=C3=B3n con el art=C3=ADculo presentado.7. = 0; Declaraci=C3=B3n de contribuci=C3=B3n de los autores</span= >Todos autores= contribuyeron significativamente en la elaboraci=C3=B3n del art=C3=ADculo.= 8.<= /span> Costos de financiamiento La presente investigaci= =C3=B3n fue financiada en su totalidad con fondos propios de los autores.</= span>9.</s= pan> Referencias bibliogr=C3=A1ficas<= p style=3D"margin-left:35.45pt; margin-bottom:10pt; text-indent:-35.45pt; l= ine-height:115%; font-size:12pt">Aggarwal, R., & Ranganathan, P. 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