TY - JOUR
T1 - Relationship between technology acceptance model, self-regulation strategies, and academic self-efficacy with academic performance and perceived learning among college students during remote education
AU - Navarro, Ricardo
AU - Vega, Vanessa
AU - Bayona, Hugo
AU - Bernal, Victor
AU - Garcia, Arlis
N1 - Publisher Copyright:
Copyright © 2023 Navarro, Vega, Bayona, Bernal and Garcia.
PY - 2023
Y1 - 2023
N2 - 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.
AB - 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.
KW - academic performance
KW - engagement
KW - perceived learning
KW - remote education
KW - self-efficacy
KW - technology acceptance
UR - http://www.scopus.com/inward/record.url?scp=85170681208&partnerID=8YFLogxK
U2 - 10.3389/fpsyg.2023.1227956
DO - 10.3389/fpsyg.2023.1227956
M3 - Article
AN - SCOPUS:85170681208
SN - 1664-1078
VL - 14
JO - Frontiers in Psychology
JF - Frontiers in Psychology
M1 - 1227956
ER -