Mediating role of digital skills and mobile self-efficacy in the stress and academic engagement of Peruvian university students in postpandemic virtual environments

IF 2.7 3区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

BMC Psychology Pub Date : 2024-09-10 DOI:10.1186/s40359-024-01982-5

Carmen Graciela Arbulú Pérez Vargas, Juan Pablo Moreno Muro, José Williams Pérez Delgado, Danicsa Karina Espino Carrasco, Amado Fernández Cueva, Benicio Gonzalo Acosta-Enriquez

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Abstract

Remote education emerged as an option during the COVID-19 pandemic; however, this modality continues to be used by various universities around the world in the postpandemic context. The aim of this study was to determine the mediating role of digital skills and mobile self-efficacy in the influence of stress on the academic engagement of Peruvian university students during remote teaching by COVID-19 using structural equation modeling (SEM). This study involved 1,468 students from nine public and private universities in northern Peru who had undergraduate and graduate distance learning programs. The results showed that stress negatively influenced academic engagement (β=-0.107*) and digital skills (β=-0.328***). In addition, digital skills (β = 0.470**) and mobile self-efficacy (β = 0.684***) positively influence academic engagement. Similarly, digital skills mediate the relationship between stress and academic engagement (β=-0.154**), and both variables act as sequential mediators in this relationship (β=-0.348***). This study provides a deeper understanding of the factors that influence academic engagement during Remote education and lays the groundwork for the development of interventions and training programs tailored to hybrid learning contexts that promote the well-being and academic success of college students in postpandemic times.

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数字技能和移动自我效能对秘鲁大学生在后流行虚拟环境中的压力和学业参与度的中介作用

在 COVID-19 大流行期间，远程教育成为一种选择；然而，在大流行后的背景下，世界各地的大学仍在继续使用这种模式。本研究旨在利用结构方程模型（SEM）确定数字技能和移动自我效能感在 COVID-19 远程教学期间对秘鲁大学生学业参与度的压力影响中的中介作用。这项研究涉及秘鲁北部九所公立和私立大学的 1468 名学生，他们都有本科和研究生远程学习课程。结果显示，压力对学术参与度（β=-0.107*）和数字技能（β=-0.328***）有负面影响。此外，数字技能（β=0.470**）和移动自我效能感（β=0.684***）对学业投入有积极影响。同样，数字技能对压力和学业投入之间的关系起着中介作用（β=-0.154**），这两个变量在这一关系中起着顺序中介作用（β=-0.348***）。这项研究加深了人们对远程教育期间影响学业参与度的因素的理解，并为制定针对混合学习环境的干预措施和培训计划奠定了基础，从而促进后流行病时期大学生的身心健康和学业成功。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

BMC Psychology Psychology-Psychology (all)

CiteScore

3.90

自引率

2.80%

发文量

265

审稿时长

24 weeks

期刊介绍： BMC Psychology is an open access, peer-reviewed journal that considers manuscripts on all aspects of psychology, human behavior and the mind, including developmental, clinical, cognitive, experimental, health and social psychology, as well as personality and individual differences. The journal welcomes quantitative and qualitative research methods, including animal studies.

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