University adaptation: Influence of technology and extracurricular activities through socio-emotional status

Chávez Vera K.J.; Espinoza Melendez M.; Alderete Velita J.J.; Monaca Ormeño S. · Revista de Ciencias Sociales (2025)

Resumen

This study analyzes the university adaptation of scholarship students at private universities, proposing a mediation model based on Self-Determination Theory. In a context of increasing incorporation of educational technologies and the promotion of extracurricular activities, the study examines how these variables directly and indirectly influence the process of academic, social, and institutional adaptation through socioemotional status. A quantitative, non-experimental, cross-sectional design was applied with a sample of 9,578 students benefiting from the National Scholarship Program in Metropolitan Lima, Peru. A validated 24-item questionnaire was used, and data were analyzed using structural equation modeling (PLS-SEM). The results show positive and significant effects of the use of educational technology (β=0.52) and extracurricular activities (β=0.35) on socioemotional status, as well as a partial mediating role of the latter in university adaptation (β=0.39). The proposed model explains 63% of the variance in socioemotional status and 79% in university adjustment, highlighting the importance of integrating technological and socioemotional strategies into student support policies. It was concluded that socioemotional status mediates the relationship between university adjustment and the academic and social participation of scholarship students. © Licencia de Creative Commons Atribución 4.0 Internacional (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/deed.es

Instituciones: Universidad San Ignacio de Loyola