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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Autores principales: Jaime Nuñez, Josue Edison Turpo-Chaparro, Renzo Felipe Carranza Esteban, Oscar Mamani-Benito, Tomás Caycho‐Rodríguez, Ronald Castillo-Blanco
Formato: Artículo
Lenguaje:inglés
Publicado: 2026
Materias:
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
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Sumario: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.

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