Emotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendance
Introduction The COVID-19 pandemic has significantly transformed various sectors, including higher education, exposing structural weaknesses and fostering the adoption of innovative teaching methods. This situation has created the need to understand how these changes have affected the academic satis...
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| Formato: | Artículo |
| Lenguaje: | inglés |
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2024
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| author | Mamani Benito, Oscar Javier Carranza Esteban, Renzo Felipe Huayta Meza, Madeleine Victoria Castillo-Blanco, Ronald Turpo Chaparro, Josue Edison Morales Garcia, Wilter Charming |
| author_browse | Carranza Esteban, Renzo Felipe Castillo-Blanco, Ronald Huayta Meza, Madeleine Victoria Mamani Benito, Oscar Javier Morales Garcia, Wilter Charming Turpo Chaparro, Josue Edison |
| author_facet | Mamani Benito, Oscar Javier Carranza Esteban, Renzo Felipe Huayta Meza, Madeleine Victoria Castillo-Blanco, Ronald Turpo Chaparro, Josue Edison Morales Garcia, Wilter Charming |
| author_sort | Mamani Benito, Oscar Javier |
| collection | Producción científica |
| description | Introduction The COVID-19 pandemic has significantly transformed various sectors, including higher education, exposing structural weaknesses and fostering the adoption of innovative teaching methods. This situation has created the need to understand how these changes have affected the academic satisfaction, academic engagement, and mental well-being of university students during the return to in-person education at universities. Methods In this explanatory study, 1,321 Peruvian university students (52.1% women) aged between 18 and 35 years old ( M = 20.16, SD = 3.04) participated. Participants were selected through a non-probabilistic convenience sampling method, recruited from the 3 regions of Peru (88.7% from the highlands, 76.2% from private universities), from faculties such as business sciences, humanities and education, engineering, and health sciences. Data were collected using the Emotional Exhaustion Scale (EES), the Brief Scale of Satisfaction with Studies (BSSS), and the Academic Engagement Scale (UWES S9). Results The model relating the study variables showed an adequate fit: χ 2 (4) = 31.5, p < 0.001, CFI = 0.986, RMSEA = 0.072, SRMR = 0.017. The hypotheses were supported, showing the effect on satisfaction with studies both from emotional exhaustion, β = −0.11, p < 0.001, and from academic engagement, β = 0.61, p < 0.001. Additionally, a 43% variance was explained in satisfaction with studies. Conclusion This study evidence that, in the post-pandemic context, emotional exhaustion is a negative predictor of academic satisfaction, while academic engagement is positively associated with it. These findings suggest the need for educational strategies that mitigate emotional exhaustion and promote academic engagement to improve student satisfaction and well-being in the new educational normality. |
| format | Article |
| id | oai:cris.upeu.edu.pe:20.500.15037/829 |
| institution | UPeU |
| language | English |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| record_format | dspace |
| spelling | oai:cris.upeu.edu.pe:20.500.15037/8292026-10-30T16:40:20ZEmotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendanceMamani Benito, Oscar JavierCarranza Esteban, Renzo FelipeHuayta Meza, Madeleine VictoriaCastillo-Blanco, RonaldTurpo Chaparro, Josue EdisonMorales Garcia, Wilter Charmingemotional fatigueacademic engagementsatisfaction with studiesin-person instructionpost-pandemicIntroduction The COVID-19 pandemic has significantly transformed various sectors, including higher education, exposing structural weaknesses and fostering the adoption of innovative teaching methods. This situation has created the need to understand how these changes have affected the academic satisfaction, academic engagement, and mental well-being of university students during the return to in-person education at universities. Methods In this explanatory study, 1,321 Peruvian university students (52.1% women) aged between 18 and 35 years old ( M = 20.16, SD = 3.04) participated. Participants were selected through a non-probabilistic convenience sampling method, recruited from the 3 regions of Peru (88.7% from the highlands, 76.2% from private universities), from faculties such as business sciences, humanities and education, engineering, and health sciences. Data were collected using the Emotional Exhaustion Scale (EES), the Brief Scale of Satisfaction with Studies (BSSS), and the Academic Engagement Scale (UWES S9). Results The model relating the study variables showed an adequate fit: χ 2 (4) = 31.5, p < 0.001, CFI = 0.986, RMSEA = 0.072, SRMR = 0.017. The hypotheses were supported, showing the effect on satisfaction with studies both from emotional exhaustion, β = −0.11, p < 0.001, and from academic engagement, β = 0.61, p < 0.001. Additionally, a 43% variance was explained in satisfaction with studies. Conclusion This study evidence that, in the post-pandemic context, emotional exhaustion is a negative predictor of academic satisfaction, while academic engagement is positively associated with it. These findings suggest the need for educational strategies that mitigate emotional exhaustion and promote academic engagement to improve student satisfaction and well-being in the new educational normality.Articlehttps://www.frontiersin.org/articles/10.3389/feduc.2024.1297302/pdf?isPublishedV2=Falsehttps://doi.org/10.3389/feduc.2024.129730210.3389/feduc.2024.1297302https://hdl.handle.net/20.500.15037/829W4393273489enFrontiers in Education2504-284X2024-03-282026-06-13T09:36:35Z2026-06-13T09:36:35Z |
| spellingShingle | emotional fatigue academic engagement satisfaction with studies in-person instruction post-pandemic Mamani Benito, Oscar Javier Carranza Esteban, Renzo Felipe Huayta Meza, Madeleine Victoria Castillo-Blanco, Ronald Turpo Chaparro, Josue Edison Morales Garcia, Wilter Charming Emotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendance |
| title | Emotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendance |
| title_full | Emotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendance |
| title_fullStr | Emotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendance |
| title_full_unstemmed | Emotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendance |
| title_short | Emotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendance |
| title_sort | emotional fatigue academic engagement and satisfaction with studies during the return to post pandemic university attendance |
| topic | emotional fatigue academic engagement satisfaction with studies in-person instruction post-pandemic |
| topic_facet | emotional fatigue academic engagement satisfaction with studies in-person instruction post-pandemic |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2024.1297302/pdf?isPublishedV2=False https://doi.org/10.3389/feduc.2024.1297302 https://hdl.handle.net/20.500.15037/829 |
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