Impact of Online Learning Strategies on Academic Engagement in Peruvian University Students: Moderating Role of Emotional Exhaustion Levels.
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| Title: | Impact of Online Learning Strategies on Academic Engagement in Peruvian University Students: Moderating Role of Emotional Exhaustion Levels. |
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| Authors: | Concha-Huarcaya, Manuel A.1, Serpa-Barrientos, Antonio2, Vivas-Rivas, Leidy Johana1, Saintila, Jacksaint3 jacksaintsaintila@gmail.com |
| Source: | Electronic Journal of Research in Educational Psychology. Dec2025, Vol. 23 Issue 67, p506-526. 22p. |
| Subject Terms: | *Student engagement, *Psychological burnout, *College students, *Psychology of students, *Online education, Prediction models, Gender differences (Sociology) |
| Abstract (English): | Introduction. In the current scientific literature, there is limited knowledge about the moderating role that emotional exhaustion (EE) plays in the dynamics between online learning strategies (LS) and academic engagement (AE) of university students. The aim of this research was to evaluate the moderating role of emotional exhaustion levels in the relationship between online learning strategies and AE in Peruvian university students. Method. A predictive transversal design study was carried out, aimed at evaluating the moderating function. A total of 520 students were evaluated (389 females = 74.8%; 131 males = 25.2%; age range = 18-40). Results. It is evident that the variables are related and that EE levels would be playing a moderating role in the relationship between online learning strategies and academic engagement, especially those categorized as low and average emotional exhaustion levels (EElow = .196, p < .01, 95 % CI [ 0.078, 0.313]; EEaverage = .112, p < .01, 95 % CI [ 0.033, 0.191]). It is also observed that in the group of women, the levels of emotional exhaustion show a statistically significant moderation effect (XWwomen = .031, p < .05, 95% CI [-0.229, -0.011]). In contrast, in the group of men, a level of statistical significance is not reached (XWmen = -0.059, p > .05). Conclusion. Levels of emotional exhaustion appear to have a more conditioning effect on the relationship between online learning strategies and academic engagement in women compared to men. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Introducción. En la literatura científica actual, existe un conocimiento limitado sobre el papel moderador que desempeña el agotamiento emocional (AE) en la dinámica entre las estrategias de aprendizaje en línea (EAL) y el compromiso académico (CA) de los estudiantes universitarios. Objetivo. El objetivo de esta investigación consistió en evaluar la función moderadora de los niveles de AE en la relación entre las EAL y CA en estudiantes universitarios peruanos. Método. El total de estudiantes evaluados fue 520 (389 mujeres = 74,8 %; 131 hombres = 25,2; rango de edad = 18-40); el tipo de investigación fue empírico de estrategia asociativa con diseño explicativo, orientado a evaluar la función moderadora. Resultados. Los resultados permiten sugerir que estas variables están relacionadas y que los niveles de cansancio emocional estarían desempeñando un papel importante como moderador en la relación entre las estrategias de aprendizaje en línea y compromiso académico, en especial los categorizados como nivel bajo y promedio de agotamiento emocional (CABajo = .196, p < .01, IC 95 % [ 0.078, 0.313]; CApromedio = .112, p < .01, IC 95 % [ 0.033, 0.191]). También se observa que, en el grupo de mujeres, los niveles de cansancio emocional muestran un efecto de moderación estadísticamente significativo (XWmujeres = .031, p < .05, IC 95 % [ -0.229, -0.011]). En contraste, en el grupo de hombres, no se alcanza un nivel de significancia estadística (XWhombres = -0.059, p > .05). Conclusión. En conclusión, los niveles de cansancio emocional parecen tener un efecto más condicionante en la relación entre las estrategias de aprendizaje en línea y el compromiso académico de las mujeres en comparación con los hombres. [ABSTRACT FROM AUTHOR] |
| Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190924060 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Impact of Online Learning Strategies on Academic Engagement in Peruvian University Students: Moderating Role of Emotional Exhaustion Levels. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Concha-Huarcaya%2C+Manuel+A%2E%22">Concha-Huarcaya, Manuel A.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Serpa-Barrientos%2C+Antonio%22">Serpa-Barrientos, Antonio</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Vivas-Rivas%2C+Leidy+Johana%22">Vivas-Rivas, Leidy Johana</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Saintila%2C+Jacksaint%22">Saintila, Jacksaint</searchLink><relatesTo>3</relatesTo><i> jacksaintsaintila@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Electronic+Journal+of+Research+in+Educational+Psychology%22">Electronic Journal of Research in Educational Psychology</searchLink>. Dec2025, Vol. 23 Issue 67, p506-526. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+burnout%22">Psychological burnout</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction+models%22">Prediction models</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+differences+%28Sociology%29%22">Gender differences (Sociology)</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: Introduction. In the current scientific literature, there is limited knowledge about the moderating role that emotional exhaustion (EE) plays in the dynamics between online learning strategies (LS) and academic engagement (AE) of university students. The aim of this research was to evaluate the moderating role of emotional exhaustion levels in the relationship between online learning strategies and AE in Peruvian university students. Method. A predictive transversal design study was carried out, aimed at evaluating the moderating function. A total of 520 students were evaluated (389 females = 74.8%; 131 males = 25.2%; age range = 18-40). Results. It is evident that the variables are related and that EE levels would be playing a moderating role in the relationship between online learning strategies and academic engagement, especially those categorized as low and average emotional exhaustion levels (EElow = .196, p < .01, 95 % CI [ 0.078, 0.313]; EEaverage = .112, p < .01, 95 % CI [ 0.033, 0.191]). It is also observed that in the group of women, the levels of emotional exhaustion show a statistically significant moderation effect (XWwomen = .031, p < .05, 95% CI [-0.229, -0.011]). In contrast, in the group of men, a level of statistical significance is not reached (XWmen = -0.059, p > .05). Conclusion. Levels of emotional exhaustion appear to have a more conditioning effect on the relationship between online learning strategies and academic engagement in women compared to men. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Introducción. En la literatura científica actual, existe un conocimiento limitado sobre el papel moderador que desempeña el agotamiento emocional (AE) en la dinámica entre las estrategias de aprendizaje en línea (EAL) y el compromiso académico (CA) de los estudiantes universitarios. Objetivo. El objetivo de esta investigación consistió en evaluar la función moderadora de los niveles de AE en la relación entre las EAL y CA en estudiantes universitarios peruanos. Método. El total de estudiantes evaluados fue 520 (389 mujeres = 74,8 %; 131 hombres = 25,2; rango de edad = 18-40); el tipo de investigación fue empírico de estrategia asociativa con diseño explicativo, orientado a evaluar la función moderadora. Resultados. Los resultados permiten sugerir que estas variables están relacionadas y que los niveles de cansancio emocional estarían desempeñando un papel importante como moderador en la relación entre las estrategias de aprendizaje en línea y compromiso académico, en especial los categorizados como nivel bajo y promedio de agotamiento emocional (CABajo = .196, p < .01, IC 95 % [ 0.078, 0.313]; CApromedio = .112, p < .01, IC 95 % [ 0.033, 0.191]). También se observa que, en el grupo de mujeres, los niveles de cansancio emocional muestran un efecto de moderación estadísticamente significativo (XWmujeres = .031, p < .05, IC 95 % [ -0.229, -0.011]). En contraste, en el grupo de hombres, no se alcanza un nivel de significancia estadística (XWhombres = -0.059, p > .05). Conclusión. En conclusión, los niveles de cansancio emocional parecen tener un efecto más condicionante en la relación entre las estrategias de aprendizaje en línea y el compromiso académico de las mujeres en comparación con los hombres. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 506 Subjects: – SubjectFull: Student engagement Type: general – SubjectFull: Psychological burnout Type: general – SubjectFull: College students Type: general – SubjectFull: Psychology of students Type: general – SubjectFull: Online education Type: general – SubjectFull: Prediction models Type: general – SubjectFull: Gender differences (Sociology) Type: general Titles: – TitleFull: Impact of Online Learning Strategies on Academic Engagement in Peruvian University Students: Moderating Role of Emotional Exhaustion Levels. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Concha-Huarcaya, Manuel A. – PersonEntity: Name: NameFull: Serpa-Barrientos, Antonio – PersonEntity: Name: NameFull: Vivas-Rivas, Leidy Johana – PersonEntity: Name: NameFull: Saintila, Jacksaint IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 16962095 Numbering: – Type: volume Value: 23 – Type: issue Value: 67 Titles: – TitleFull: Electronic Journal of Research in Educational Psychology Type: main |
| ResultId | 1 |
