The purpose of this study was to test the relationship between academic self-efficacy, learning self-efficacy, the teaching-learning process, student-teacher interaction, mediated by learning self-efficacy and the level of influence on students' intention to drop out. university students in times ofCovid-19. The study comprises two phases, firstly, an exploratory factor analysis using the IBM-SPSS, to determine the correct adaptation of the factors with their corresponding items, secondly, the confirmatory analysis was carried out, for the validation of the structural model proposed and establish the relationships of the factors proposed in the model, the PLS-SEM methodology, Modeling of Structural Equations with Partial Least Squares, was used. The model was validated with a sample of 230 students in a private university in Peru and is explained by the determination coefficient R2 in 51.9%, so it is inferred that there are other latent factors or variables that would explain the intention dropout in university students by 48.1%.
|Title of host publication||Proceedings - 2021 16th Latin American Conference on Learning Technologies, LACLO 2021|
|Publisher||Institute of Electrical and Electronics Engineers Inc.|
|Number of pages||7|
|State||Published - 2021|
|Event||6th Latin American Conference on Learning Technologies, LACLO 2021 - Arequipa, Peru|
Duration: 19 Oct 2021 → 21 Oct 2021
|Name||Proceedings - 2021 16th Latin American Conference on Learning Technologies, LACLO 2021|
|Conference||6th Latin American Conference on Learning Technologies, LACLO 2021|
|Period||19/10/21 → 21/10/21|
Bibliographical notePublisher Copyright:
© 2021 IEEE.
- academic self-efficacy
- Dropout intention
- learning self-efficacy
- virtual teaching process