Navarro Ricardo, Vega Vanessa, Bayona Hugo, Bernal Victor, Garcia Arlis
Department of Psychology, Pontificia Universidad Católica del Perú, Lima, Peru.
Front Psychol. 2023 Aug 29;14:1227956. doi: 10.3389/fpsyg.2023.1227956. eCollection 2023.
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.
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.
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.
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.
本研究旨在探讨在远程教育期间，技术接受模型、自我调节策略和学业自我效能感与大学生学业成绩和感知学习之间的关系。
参与者为来自利马的301名大学生。采用结构方程模型来检验变量之间提出的理论关系。一方面，该研究试图探索学业自我效能感和自我调节策略与技术接受模型之间的关系。另一方面，它试图确定技术接受模型的三个维度是否与感知学习和学业成绩呈正相关。
结果表明，改善自我效能感和自我调节策略等心理变量对于提高技术接受度很重要，这也将提高学生在虚拟环境中的学业成绩和感知学习。
讨论强调了自我效能感和元认知策略在影响技术感知和态度方面的重要性，最终影响虚拟教育中的感知学习和学业成绩。
