Abstract
The aim of this research has enabled us to establish the influential relationship between factors associated with e-learning, such as individual impact and depression, and the mediating role in psychological distress and computer anxiety related to the fear of failing an academic year in times of COVID-19 in university students at two universities in the Arequipa region of Peru. The methodology used was developed in two stages; in the first stage, an Exploratory Factor Analysis (EFA) was performed, which enabled us to compare the initial results from the theoretical matrix proposed with the observed matrix; in the following stage, a Confirmatory Factor Analysis (CFA) was performed, as an analytic condition for the factors and to determine the robustness of the proposed model. For this purpose, the Structural Equation Modeling (PLS-SEM) was used, based on partial minimum squares. The sample for the study was made up by 252 students.
| Original language | English |
|---|---|
| Pages (from-to) | 548-564 |
| Number of pages | 17 |
| Journal | Journal of Technology and Science Education |
| Volume | 13 |
| Issue number | 2 |
| DOIs | |
| State | Published - 2023 |
Bibliographical note
Publisher Copyright:© Article’s contents are provided on an Attribution-Non Commercial 4.0 Creative commons International License. Readers are allowed to copy, distribute and communicate article’s contents, provided the author’s and JOTSE journal’s names are included. It must not be used for commercial purposes. To see the complete licence contents, please visit https://creativecommons.org/licenses/by-nc/4.0/
Keywords
- COVID-19
- Depression
- E-learning
- Fear of failing the academic year
- PLS-SEM
- Psychological distress