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Item type:Publication, Exploring the interaction between students’ intrinsic factors in their learning and academic performance(RELX Group (Netherlands), 2024-01-01) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The relationship between perceived learning, academic performance and academic engagement in virtual education for university students(Asian Online Journal Publishing Group, 2024-01-01)This study aimed to determine whether the three dimensions of academic engagement (cognitive, emotional and behavioral) were positively associated with perceived learning and academic performance. The participants were 301 university students from Lima. Structural equation models were used to test the proposed theoretical relationship between the variables. The results indicated that the model showed satisfactory fit indices (CFI = 0.956, TLI = 0.949, RMSEA = 0.043, SRMR = 0.062). Perceived learning was found to be predicted by cognitive engagement (β = 0.447, p < 0.01) and emotional engagement (β = 0.230, p < 0.05). However, there was no statistically significant relationship between behavioral engagement and perceived learning (β = 0.035, p = 0.840). On the other hand, academic performance was predicted by behavioral engagement (β = 0.393, p < 0.05) but not by cognitive (β = -0.164, p = 0.301) or emotional (β = 0.001, p = 0.991) engagement. The study highlights the importance of fostering academic engagement in university students to enhance both their academic performance and perceived learning. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Validity of the Engagement to Academic Tasks Questionnaire in Peruvian college students(Universidad Catolica del Uruguay, 2023-01-01)Students’ interest and involvement of students in their e-learning during the COVID-19 pandemic has been a little-studied reality. The manifestation of cognitive, emotional, and behavioral involvement has been particularly different in recent years, so having instruments that allow it to be done is necessary for educational research. Therefore, it was sought to adapt and validate an engagement instrument that allows measuring the involvement of students during the pandemic. For this, an engagement questionnaire was applied to 297 university students. The results indicate that the original factorial structure of the model is maintained when adapting to education in a virtual context. Likewise, it was possible to identify that there were no differences in the model according to the gender of the participant, which corroborates a factorial invariance of the model. That is, it has been possible to adapt and validate a psychometric instrument that measures the engagement of students online. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Relationship Between Technology Acceptance Model, Self-Regulation Strategies, and Academic Self-Efficacy with Academic Performance and Perceived Learning Among College Students During Remote Education(Frontiers Media SA, 2023-01-01)Introduction: The aim of this study was to examine the relationship between the technology acceptance model, self-regulation strategies, and academic self-efficacy with academic performance and perceived learning among college students during remote education. Methods: The participants were 301 university students from Lima. Structural equation model was used to test the proposed theoretical relationships between the variables. On the one hand, the study sought to explore the relationship between academic self-efficacy and self-regulation strategies with the technology acceptance model. On the other hand, it sought to determine whether the three dimensions of the technology acceptance model are positively related to perceived learning and academic performance. Results: The results suggest the importance of improving psychological variables such as self-efficacy and self-regulation strategies to improve the acceptance of technology, which would also improve the academic performance and perceived learning of students in a virtual environment. Discussion: The discussion highlights the significance of self-efficacy and metacognitive strategies in influencing technology perception and attitudes, ultimately impacting perceived learning and academic performance in virtual education. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Adaptación del Modelo de Aceptación de Tecnologías para explorar las intenciones de uso en la educación virtual(University of Barcelona, 2023-12-29)El uso de tecnologías en contextos educativos ha ido aumentando debido a la pandemia por el COVID 19. Sin embargo, el uso de modelos que puedan estudiar cómo los estudiantes aceptan utilizar ciertas tecnologías no ha sido estudiado adecuadamente, y mucho menos se ha podido identificar la validez de los modelos en distintos contextos. Por ello, el presente estudio busca adaptar el modelo de aceptación de tecnologías al español, para ser utilizado con estudiantes universitarios. Para ello, se aplicó el cuestionario a 297 estudiantes pertenecientes a una universidad privada. Los resultados indican que la estructura factorial original del modelo se mantiene al adaptarse al español. Asimismo, se pudo identificar que no existían diferencias en el modelo según el género del participante, lo que corrobora una invarianza factorial del modelo. Por otro lado, se corroboran relaciones causales dentro del modelo con la intención de uso de tecnologías. Se concluye que el modelo de aceptación de tecnología se mantiene en un contexto distinto y puede ser utilizado con estudiantes universitarios para evaluar posibles intervenciones educativas en virtualidad.