Mediating Effects of Learning Self-efficacy and Academic Self-efficacy on Student–Professor Interaction and Intent to Drop Out in Virtual University Teaching

Gutierrez-Aguilar O.; Duche-Pérez A.; Quispe-Quispe L.G.; Moscoso-Caro C.; Chicaña-Huanca S.; Tomaylla-Quispe Y. · Lecture Notes in Networks and Systems (2026) · DOI: 10.1007/978-3-032-00701-8_26

Resumen

The objective of the research was to explore how learning and academic self-efficacy mediate the relationships between student–professor interaction and intent to drop out in virtual university teaching. Using a non-experimental, cross-sectional design, a quantitative methodology was employed, with surveys administered to 230 university students from various degree programmes. The results revealed that academic self-efficacy significantly mediates between the virtual teaching process and intent to drop out, suggesting that a well-designed virtual environment can reduce the likelihood of dropout by strengthening academic self-efficacy. However, learning self-efficacy and Student–Professor interaction were not significant mediators in this relationship. The most important conclusion is that strengthening academic self-efficacy in virtual environments is key to improving student retention. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.

Instituciones: Universidad Nacional de San Agustín de Arequipa; Universidad Católica de Santa María