ArticleBMC psychology2024
Mediating role of digital skills and mobile self-efficacy in the stress and academic engagement of Peruvian university students in postpandemic virtual environments.
Article in BMC psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- The relationship between creative learning environment and adolescents' mathematical problem-solving ability: a moderated mediation model.BMC psychology · 2026Article
- Digital fatigue and academic resilience among university students with grit and flexibility as mediators.Scientific reports · 2025Article
- Nursing education in the digital era: the role of digital competence in enhancing academic motivation and lifelong learning among nursing students.BMC nursing · 2025Article
- What is the influence of psychosocial factors on artificial intelligence appropriation in college students?BMC psychology · 2025Article
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Authors and funding
6 authors.
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Abstract
backgroundRemote 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).
methodThis study involved 1,468 students from nine public and private universities in northern Peru who had undergraduate and graduate distance learning programs.
resultsThe 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***).
conclusionThis 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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