Published
2024-02-19
Issue
Section
Articles
How to Cite
The relationship between perceived learning, academic performance and academic engagement in virtual education for university students
Ricardo Navarro
Pontifical Catholic University of Peru, Peru.
https://orcid.org/0000-0002-7069-9780
Vanessa Vega
Pontifical Catholic University of Peru, Peru.
https://orcid.org/0000-0002-5022-9386
Hugo Bayona
Pontifical Catholic University of Peru, Peru.
https://orcid.org/0000-0002-2555-4670
Victor Bernal
Pontifical Catholic University of Peru, Peru.
https://orcid.org/0000-0002-9246-8780
Arlis Garcia
Pontifical Catholic University of Peru, Peru.
https://orcid.org/0000-0001-6783-4710
DOI: https://doi.org/10.20448/jeelr.v11i1.5404
Keywords: Academic performance, Academic self-efficacy, Perceived learning, Virtual education, Higher education, Structural equation modeling.
Abstract
This study aimed to determine whether the three dimensions of academic engagement (cognitive, emotional and behavioral) were positively associated with perceived learning and academic performance. The participants were 301 university students from Lima. Structural equation models were used to test the proposed theoretical relationship between the variables. The results indicated that the model showed satisfactory fit indices (CFI = 0.956, TLI = 0.949, RMSEA = 0.043, SRMR = 0.062). Perceived learning was found to be predicted by cognitive engagement (β = 0.447, p < 0.01) and emotional engagement (β = 0.230, p < 0.05). However, there was no statistically significant relationship between behavioral engagement and perceived learning (β = 0.035, p = 0.840). On the other hand, academic performance was predicted by behavioral engagement (β = 0.393, p < 0.05) but not by cognitive (β = -0.164, p = 0.301) or emotional (β = 0.001, p = 0.991) engagement. The study highlights the importance of fostering academic engagement in university students to enhance both their academic performance and perceived learning.