Relación entre el tecnoestrés y objetivos académicos en universitarios peruanos
Since 2020, educational digitalization has highlighted the impact of technostress on the academic goal orientation of Peruvian university students. This phenomenon affects their motivation, engagement, and ability to face educational challenges, emphasizing the importance of analyzing this relations...
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| Autores principales: | , , , |
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| Formato: | Artículo |
| Lenguaje: | inglés |
| Publicado: |
2025
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| Materias: | |
| Acceso en línea: | Descargar el archivo Enlace permanente (DOI o Handle) Enlace permanente (DOI o Handle) |
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| Sumario: | Since 2020, educational digitalization has highlighted the impact of technostress on the academic goal orientation of Peruvian university students. This phenomenon affects their motivation, engagement, and ability to face educational challenges, emphasizing the importance of analyzing this relationship within the context of increasing digitalization. The study aimed to evaluate the relationship between technostress and academic goal orientation among Peruvian students, considering how technological demands and interpersonal relationships influence their performance. Additionally, it sought to identify strategies to mitigate the negative effects of technostress. A quantitative correlational study was conducted with 885 students using the Technostress Scale (TS4US) and the Academic Goals Orientation Questionnaire (AGOQ). Data were analyzed through statistical methods, including network analysis and a regression model. A significant negative correlation (r = -0.32) was found between technostress and academic goal orientation. Technological demands and dysfunctional interpersonal relationships impacted goals related to learning and personal growth. The regression model explained 12.5% of the variability in goal orientation, highlighting the negative effects of technological skills-demands (B = -0.228) and interpersonal relationships (B = -0.173). It is essential to implement institutional strategies such as psychological support, digital training, and regulation of technology use to create healthy educational environments that enhance academic performance and strengthen orientation toward meaningful goals. |
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