Academic burnout and online distractors as predictors of study satisfaction: the mediating effect of academic self-efficacy

Nuñez J.; Turpo-Chaparro J.E.; Carranza-Esteban R.F.; Mamani-Benito O.; Caycho-Rodríguez T.; Castillo-Blanco R. · Revista Digital de Investigacion en Docencia Universitaria (2026) · DOI: 10.19083/ridu.2026.2140

Resumen

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. © Los autores.

Instituciones: Universidad Peruana de Ciencias Aplicadas; Universidad Científica del Sur; Universidad San Ignacio de Loyola; Universidad Peruana Unión; Universidad Señor de Sipán