Publication: ¿La competencia digital y la autoeficacia explican el tecnoestrés en estudiantes universitarios?
Authors
Gutiérrez Gómez, Juan Antonio
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Serrano Sánchez, José Luis
Publisher
Universidad de Murca
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DOI
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info:eu-repo/semantics/doctoralThesis
Description
Abstract
La presente investigación analiza la relación entre la competencia digital y el tecnoestrés, así como la autoeficacia percibida en estudiantes universitarios y el tecnoestrés, en un contexto donde el uso intensivo de tecnologías digitales forma parte del entorno de aprendizaje. Partiendo de una revisión sistemática de la literatura, se identificaron los principales factores que influyen en la experiencia universitaria mediada por la tecnología, destacando el papel potencial de la autoeficacia como variable moduladora del tecnoestrés.
El objetivo general del trabajo es:
OG: Analizar la influencia de la autoeficacia y la competencia digital en el nivel de tecnoestrés de los estudiantes universitarios.
Este objetivo general se desglosa en los siguientes:
OE1: Determinar la relación entre los niveles de autoeficacia y tecnoestrés en estudiantes universitarios.
OE2: Evaluar la relación entre la competencia digital y el tecnoestrés, identificando su grado de influencia.
OE3: Valorar la repercusión de la autoeficacia en la capacidad de los estudiantes para afrontar el tecnoestrés, incluyendo manifestaciones como la ansiedad tecnológica.
OE4: Examinar en qué medida la autoeficacia favorece la reducción del tecnoestrés, considerando los resultados sobre competencia digital.
En relación a la metodología, señalar que el estudio se desarrolló en tres fases. La primera consistió en una revisión sistemática de investigaciones recientes sobre competencia digital en el ámbito universitario, siguiendo los criterios PRISMA. En la segunda y tercera fase, se llevó a cabo una investigación de corriente analítica enmarcada dentro de una metodología empírica de tipo asociativo, concretamente mediante un diseño ex post facto de grupo único relacional, en la que participaron estudiantes del grado en Educación Primaria de la Universidad de Murcia. A través de cuestionarios validados, se evaluaron sus niveles de competencia digital, tecnoestrés y autoeficacia en relación con el uso académico de las TIC. Los datos fueron analizados mediante estadística descriptiva, análisis factorial y correlacional.
Los resultados muestran niveles altos de competencia digital y autoeficacia, junto con niveles moderados de tecnoestrés. Sin embargo, no se encontraron correlaciones estadísticamente significativas entre la competencia digital y el tecnoestrés, ni tampoco entre la autoeficacia y el tecnoestrés, lo que sugiere que la percepción de capacidad personal no siempre protege del impacto negativo asociado al uso continuado de tecnología en contextos académicos. Estos hallazgos invitan a profundizar en intervenciones que integren tanto la formación digital como el acompañamiento emocional del alumnado.
This research analyses the relationship between digital competence and technostress, as well as perceived self-efficacy in university students and technostress, in a context where the intensive use of digital technologies is part of the learning environment. Based on a systematic review of the literature, the main factors influencing the technology-mediated university experience were identified, highlighting the potential role of self-efficacy as a modulating variable of technostress. The general objective of the study is: GO: To analyse the influence of self-efficacy and digital competence on the level of technostress in university students. This general objective is broken down into the following: SO1: To determine the relationship between levels of self-efficacy and technostress in university students. SO2: To evaluate the relationship between digital competence and technostress, identifying their degree of influence. SO3: Assess the impact of self-efficacy on students' ability to cope with technostress, including manifestations such as technological anxiety. SO4: Examine the extent to which self-efficacy promotes the reduction of technostress, considering the results on digital competence. With regard to methodology, it should be noted that the study was conducted in three phases. The first consisted of a systematic review of recent research on digital competence in the university setting, following PRISMA criteria. In the second and third phases, analytical research was carried out using an empirical associative methodology, specifically through an ex post facto single relational group design, in which students from the Primary Education degree programme at the University of Murcia participated. Validated questionnaires were used to assess their levels of digital competence, technostress and self-efficacy in relation to the academic use of ICT. The data were analysed using descriptive statistics, factorial analysis and correlation analysis. The results show high levels of digital competence and self-efficacy, together with moderate levels of technostress. However, no statistically significant correlations were found between digital competence and technostress, nor between self-efficacy and technostress, suggesting that the perception of personal ability does not always protect against the negative impact associated with the continued use of technology in academic contexts. These findings invite further exploration of interventions that integrate both digital training and emotional support for students.
This research analyses the relationship between digital competence and technostress, as well as perceived self-efficacy in university students and technostress, in a context where the intensive use of digital technologies is part of the learning environment. Based on a systematic review of the literature, the main factors influencing the technology-mediated university experience were identified, highlighting the potential role of self-efficacy as a modulating variable of technostress. The general objective of the study is: GO: To analyse the influence of self-efficacy and digital competence on the level of technostress in university students. This general objective is broken down into the following: SO1: To determine the relationship between levels of self-efficacy and technostress in university students. SO2: To evaluate the relationship between digital competence and technostress, identifying their degree of influence. SO3: Assess the impact of self-efficacy on students' ability to cope with technostress, including manifestations such as technological anxiety. SO4: Examine the extent to which self-efficacy promotes the reduction of technostress, considering the results on digital competence. With regard to methodology, it should be noted that the study was conducted in three phases. The first consisted of a systematic review of recent research on digital competence in the university setting, following PRISMA criteria. In the second and third phases, analytical research was carried out using an empirical associative methodology, specifically through an ex post facto single relational group design, in which students from the Primary Education degree programme at the University of Murcia participated. Validated questionnaires were used to assess their levels of digital competence, technostress and self-efficacy in relation to the academic use of ICT. The data were analysed using descriptive statistics, factorial analysis and correlation analysis. The results show high levels of digital competence and self-efficacy, together with moderate levels of technostress. However, no statistically significant correlations were found between digital competence and technostress, nor between self-efficacy and technostress, suggesting that the perception of personal ability does not always protect against the negative impact associated with the continued use of technology in academic contexts. These findings invite further exploration of interventions that integrate both digital training and emotional support for students.
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