Impact of Online Learning Strategies on Academic Engagement in Peruvian University Students: Moderating Role of Emotional Exhaustion Levels

Concha-Huarcaya M.A.; Serpa-Barrientos A.; Vivas-Rivas L.J.; Saintila J. · Electronic Journal of Research in Educational Psychology (2025) · DOI: 10.25115/ejrep.v23i67.10104

Resumen

Introduction. In the current scientific literature, there is limited knowledge about the moder-ating role that emotional exhaustion (EE) plays in the dynamics between online learning strat-egies (LS) and academic engagement (AE) of university students. The aim of this research was to evaluate the moderating role of emotional exhaustion levels in the relationship be-tween online learning strategies and AE in Peruvian university students. Method. A predictive transversal design study was carried out, aimed at evaluating the mod-erating function. A total of 520 students were evaluated (389 females = 74.8%, 131 males = 25.2%, age range = 18-40). Results. It is evident that the variables are related and that EE levels would be playing a mod-erating role in the relationship between online learning strategies and academic engagement, especially those categorized as low and average emotional exhaustion levels (EElow =.196, p <.01, 95 % CI [ 0.078, 0.313], EEaverage =.112, p <.01, 95 % CI [ 0.033, 0.191]). It is also observed that in the group of women, the levels of emotional exhaustion show a statistically significant moderation effect (XWwomen =.031, p <.05, 95% CI [-0.229, -0.011]). In contrast, in the group of men, a level of statistical significance is not reached (XWmen = -0.059, p?>.05). Conclusion. Levels of emotional exhaustion appear to have a more conditioning effect on the relationship between online learning strategies and academic engagement in women com-pared to men. © Universidad de Almería and Ilustre Colegio Oficial de la Psicología de Andalucía Oriental (Spain)

Instituciones: Universidad Nacional Mayor de San Marcos; Universidad César Vallejo; Universidad Señor de Sipán