TY - GEN
T1 - Factors Influencing Psychological Distress Mediated by E-Learning Courses in Times of Covid-19
AU - Gutiérrez-Aguilar, O.
AU - Ticona-Apaza, F.
AU - Ticona-Apaza, V.
AU - Chicaña-Huanca, S.
N1 - Publisher Copyright:
© 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
PY - 2023
Y1 - 2023
N2 - The main objective of this research is to determine the influence of factors associated with psychological distress, such as the personal impact of e-learning, depression, and computer anxiety on the student, mediated by the courses in the methodology of e-learning in times of Covid-19. The methodology used for the study corresponds to a non-experimental investigation; the questionnaire was applied to a convenience sample of 397 university students (n = 41; α = 0.971 ω = 0.971), using validity and reliability tests, exploratory and confirmatory factor analysis through structural equation modeling of partial least squares (PLS-SEM). The results have shown a statistically significant effect between the student’s computer anxiety and psychological distress, e-learning and depression and e-learning courses. While e-learning and depression establish, a statistically significant relationship in the individual impact of e-learning and psychological distress; while there is a significant influence relationship between e-learning and depression and the individual impact of e-learning and psychological distress. On the contrary, e-learning and depression do not influence, according to the study, e-learning courses; likewise, the individual impact of e-learning on psychological distress.
AB - The main objective of this research is to determine the influence of factors associated with psychological distress, such as the personal impact of e-learning, depression, and computer anxiety on the student, mediated by the courses in the methodology of e-learning in times of Covid-19. The methodology used for the study corresponds to a non-experimental investigation; the questionnaire was applied to a convenience sample of 397 university students (n = 41; α = 0.971 ω = 0.971), using validity and reliability tests, exploratory and confirmatory factor analysis through structural equation modeling of partial least squares (PLS-SEM). The results have shown a statistically significant effect between the student’s computer anxiety and psychological distress, e-learning and depression and e-learning courses. While e-learning and depression establish, a statistically significant relationship in the individual impact of e-learning and psychological distress; while there is a significant influence relationship between e-learning and depression and the individual impact of e-learning and psychological distress. On the contrary, e-learning and depression do not influence, according to the study, e-learning courses; likewise, the individual impact of e-learning on psychological distress.
KW - Computer anxiety
KW - Covid-19
KW - Depression
KW - E-learning
KW - Individual impact
KW - PLS-SEM
KW - Psychological distress
UR - http://www.scopus.com/inward/record.url?scp=85144166778&partnerID=8YFLogxK
U2 - 10.1007/978-981-19-6347-6_21
DO - 10.1007/978-981-19-6347-6_21
M3 - Conference contribution
AN - SCOPUS:85144166778
SN - 9789811963469
T3 - Smart Innovation, Systems and Technologies
SP - 237
EP - 248
BT - Communication and Applied Technologies - Proceedings of ICOMTA 2022
A2 - López-López, Paulo Carlos
A2 - Torres-Toukoumidis, Ángel
A2 - De-Santis, Andrea
A2 - Avilés, Óscar
A2 - Barredo, Daniel
PB - Springer Science and Business Media Deutschland GmbH
T2 - International Conference on Communication and Applied Technologies, ICOMTA 2022
Y2 - 7 September 2022 through 9 September 2022
ER -