Self-efficacy and digital anxiety and their influence on virtual educational performance

• Autores: Iraola Arroyo, Juan Alonso, Vasquez, Carla, Iraola-Real, Ivan, Diaz-Leon, Ivan
• Formato: artículo
• Fecha de Publicación: 2023
• Institución: Universidad Tecnológica del Perú
• Repositorio: UTP-Institucional
• Lenguaje: inglés
• OAI Identifier: oai:repositorio.utp.edu.pe:20.500.12867/7233
• Enlace del recurso: https://hdl.handle.net/20.500.12867/7233; https://doi.org/10.3991/ijet.v18i09.36183
• Nivel de acceso: acceso abierto
• Materia: Self-efficacy; Anxiety; Student performance; Virtual education; Information and Communication Technologies; https://purl.org/pe-repo/ocde/ford#5.03.01

Digital self-efficacy is the degree of confidence to efficiently use technological tools. This type of self-efficacy reduces digital anxiety and increases students' performance in virtual environments. This justifies the objective of the present research, which is to analyze the levels of self-efficacy and digital anxiety, as well as their influence on virtual educational performance in students of a private university in Lima, Peru. Using a non-probabilistic convenience sampling procedure, 116 students participated, 105 females (90.5%) and 11 males (9.5%) between 17 and 50 years of age (MeanAge = 26.78, SD = 7.02). The results showed that students perceived to agree in having optimal levels of digital self-efficacy and efficient virtual educational performance. However, they indicated neither agreement nor disagreement in feeling digitally anxious. In addition, it was observed that digital self-efficacy is related to virtual educational performance; and digital anxiety was higher in the older study cycles. The results dispute the concept of "digital native" because age was not related to high levels of self-efficacy, digital performance, or low levels of digital anxiety.