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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| Formato: | Artículo |
| Lenguaje: | inglés |
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2025
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| _version_ | 1881508905941467136 |
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| author | Verde-Avalos, Emilyn Livia-Segovia, José Malca Peralta, Segundo Salatiel Turpo Chaparro, Josue Edison |
| author_browse | Livia-Segovia, José Malca Peralta, Segundo Salatiel Turpo Chaparro, Josue Edison Verde-Avalos, Emilyn |
| author_facet | Verde-Avalos, Emilyn Livia-Segovia, José Malca Peralta, Segundo Salatiel Turpo Chaparro, Josue Edison |
| author_sort | Verde-Avalos, Emilyn |
| collection | Producción científica |
| description | 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. |
| format | Article |
| id | oai:cris.upeu.edu.pe:20.500.15037/435 |
| institution | UPeU |
| language | English |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| record_format | dspace |
| spelling | oai:cris.upeu.edu.pe:20.500.15037/4352026-10-30T16:14:37ZRelación entre el tecnoestrés y objetivos académicos en universitarios peruanosVerde-Avalos, EmilynLivia-Segovia, JoséMalca Peralta, Segundo SalatielTurpo Chaparro, Josue Edisontecnoestrésobjetivos académicostecnologíauniversitariosSince 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.Articlehttps://alteridad.ups.edu.ec/index.php/alteridad/article/download/10022/9672https://doi.org/10.17163/alt.v20n2.2025.1010.17163/alt.v20n2.2025.10https://hdl.handle.net/20.500.15037/435W4411853146enAlteridad1390-325X1390-86422025-07-012026-06-13T08:13:33Z2026-06-13T08:13:33Z |
| spellingShingle | tecnoestrés objetivos académicos tecnología universitarios Verde-Avalos, Emilyn Livia-Segovia, José Malca Peralta, Segundo Salatiel Turpo Chaparro, Josue Edison Relación entre el tecnoestrés y objetivos académicos en universitarios peruanos |
| title | Relación entre el tecnoestrés y objetivos académicos en universitarios peruanos |
| title_full | Relación entre el tecnoestrés y objetivos académicos en universitarios peruanos |
| title_fullStr | Relación entre el tecnoestrés y objetivos académicos en universitarios peruanos |
| title_full_unstemmed | Relación entre el tecnoestrés y objetivos académicos en universitarios peruanos |
| title_short | Relación entre el tecnoestrés y objetivos académicos en universitarios peruanos |
| title_sort | relacion entre el tecnoestres y objetivos academicos en universitarios peruanos |
| topic | tecnoestrés objetivos académicos tecnología universitarios |
| topic_facet | tecnoestrés objetivos académicos tecnología universitarios |
| url | https://alteridad.ups.edu.ec/index.php/alteridad/article/download/10022/9672 https://doi.org/10.17163/alt.v20n2.2025.10 https://hdl.handle.net/20.500.15037/435 |
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