Academic burnout and online distractors as predictors of study satisfaction: the mediating effect of academic self-efficacy
Introduction: The university stage constitutes a critical period for students’ academic, professional, and personal development; however, it also represents a demanding context in which personal, academic, and institutional factors converge and may jeopardize student persistence. Objective: The stud...
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2026
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| author | Jaime Nuñez Josue Edison Turpo-Chaparro Renzo Felipe Carranza Esteban Oscar Mamani-Benito Tomás Caycho‐Rodríguez Ronald Castillo-Blanco |
| author_browse | Jaime Nuñez Josue Edison Turpo-Chaparro Oscar Mamani-Benito Renzo Felipe Carranza Esteban Ronald Castillo-Blanco Tomás Caycho‐Rodríguez |
| author_facet | Jaime Nuñez Josue Edison Turpo-Chaparro Renzo Felipe Carranza Esteban Oscar Mamani-Benito Tomás Caycho‐Rodríguez Ronald Castillo-Blanco |
| author_sort | Jaime Nuñez |
| collection | Producción científica |
| description | Introduction: The university stage constitutes a critical period for students’ academic, professional, and personal development; however, it also represents a demanding context in which personal, academic, and institutional factors converge and may jeopardize student persistence. Objective: The study aimed to analyze the relationships among academic burnout, online distractors, study satisfaction, and academic self-efficacy in university students from Metropolitan Lima. Method: An explanatory and cross-sectional design was used. A total of 529 university students (63.3% women), aged between 18 and 38 (M = 20.1, SD = 3.3), voluntarily participated. Academic burnout was assessed using the Maslach Burnout Inventory–Student Survey (MBI-SS) along with the Online Homework Distractors Scale (OHSD), the Scale of Specific Perceived Self-Efficacy of Academic Situations (EAPESA), and the Study Satisfaction Scale. Results: The results indicated that the proposed model demonstrated a good fit (χ2(1) = 1.40, p = .236, CFI = .998, RMSEA = .028, SRMR = .007), revealing that study satisfaction was influenced by emotional exhaustion (β= −.16, p < .001), academic efficacy (β= .28, p < .001), and online distractors (β= −.22, p < .001), as well as academic self-efficacy (β =.22, p < .001). Discussion: No sufficient evidence was found to support the presence of indirect effects. |
| format | Article |
| id | openalex:W7169759812 |
| institution | UPeU |
| language | English |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| record_format | dspace |
| spelling | openalex:W7169759812Academic burnout and online distractors as predictors of study satisfaction: the mediating effect of academic self-efficacyJaime NuñezJosue Edison Turpo-ChaparroRenzo Felipe Carranza EstebanOscar Mamani-BenitoTomás Caycho‐RodríguezRonald Castillo-Blancoacademic burnoutlearning satisfactionacademic self-efficacyemotional exhaustionuniversity studentsstudent persistenceonline homeworkmediating effectStress and Burnout ResearchStudent Stress and CopingEducational Outcomes and InfluencesIntroduction: The university stage constitutes a critical period for students’ academic, professional, and personal development; however, it also represents a demanding context in which personal, academic, and institutional factors converge and may jeopardize student persistence. Objective: The study aimed to analyze the relationships among academic burnout, online distractors, study satisfaction, and academic self-efficacy in university students from Metropolitan Lima. Method: An explanatory and cross-sectional design was used. A total of 529 university students (63.3% women), aged between 18 and 38 (M = 20.1, SD = 3.3), voluntarily participated. Academic burnout was assessed using the Maslach Burnout Inventory–Student Survey (MBI-SS) along with the Online Homework Distractors Scale (OHSD), the Scale of Specific Perceived Self-Efficacy of Academic Situations (EAPESA), and the Study Satisfaction Scale. Results: The results indicated that the proposed model demonstrated a good fit (χ2(1) = 1.40, p = .236, CFI = .998, RMSEA = .028, SRMR = .007), revealing that study satisfaction was influenced by emotional exhaustion (β= −.16, p < .001), academic efficacy (β= .28, p < .001), and online distractors (β= −.22, p < .001), as well as academic self-efficacy (β =.22, p < .001). Discussion: No sufficient evidence was found to support the presence of indirect effects.Articlehttps://doi.org/10.19083/ridu.2026.2140https://revistas.upc.edu.pe/index.php/docencia/article/download/2140/2097W7169759812enRevista Digital de Investigación en Docencia Universitaria2223-25162026-06-30 |
| spellingShingle | academic burnout learning satisfaction academic self-efficacy emotional exhaustion university students student persistence online homework mediating effect Stress and Burnout Research Student Stress and Coping Educational Outcomes and Influences Jaime Nuñez Josue Edison Turpo-Chaparro Renzo Felipe Carranza Esteban Oscar Mamani-Benito Tomás Caycho‐Rodríguez Ronald Castillo-Blanco Academic burnout and online distractors as predictors of study satisfaction: the mediating effect of academic self-efficacy |
| title | Academic burnout and online distractors as predictors of study satisfaction: the mediating effect of academic self-efficacy |
| title_full | Academic burnout and online distractors as predictors of study satisfaction: the mediating effect of academic self-efficacy |
| title_fullStr | Academic burnout and online distractors as predictors of study satisfaction: the mediating effect of academic self-efficacy |
| title_full_unstemmed | Academic burnout and online distractors as predictors of study satisfaction: the mediating effect of academic self-efficacy |
| title_short | Academic burnout and online distractors as predictors of study satisfaction: the mediating effect of academic self-efficacy |
| title_sort | academic burnout and online distractors as predictors of study satisfaction the mediating effect of academic self efficacy |
| topic | academic burnout learning satisfaction academic self-efficacy emotional exhaustion university students student persistence online homework mediating effect Stress and Burnout Research Student Stress and Coping Educational Outcomes and Influences |
| topic_facet | academic burnout learning satisfaction academic self-efficacy emotional exhaustion university students student persistence online homework mediating effect Stress and Burnout Research Student Stress and Coping Educational Outcomes and Influences |
| url | https://doi.org/10.19083/ridu.2026.2140 https://revistas.upc.edu.pe/index.php/docencia/article/download/2140/2097 |
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