Análisis de la ansiedad tecnológica del estudiantado en el contexto de la transformación digital en la educación superior: El papel de las características personales y la autoeficacia
DOI:
https://doi.org/10.51698/aloma.2026.44.1.1-12Palabras clave:
digital transformation, higher education, proactive personality, technology anxiety, psychological capitalResumen
En el contexto de la transformación digital de la educación superior, este estudio tiene como objetivo analizar el papel de las características personales y la autoeficacia del estudiantado en el uso de la tecnología. Aunque la tecnología se considera un medio para mejorar la enseñanza y el aprendizaje, su uso educativo plantea desafíos como la posible ansiedad tecnológica entre quienes estudian, por lo que se llevó a cabo un estudio cuantitativo en el que 318 estudiantes de grado completaron un cuestionario. Los datos fueron analizados mediante modelos de ecuaciones estructurales (SEM). Los resultados sugieren que ciertas diferencias individuales, como la personalidad proactiva y el capital psicológico, predicen y potencian la autoeficacia del estudiantado, la cual influye significativamente en la reducción de la ansiedad tecnológica; asimismo, se observa que el capital psicológico y la personalidad proactiva reducen dicha ansiedad de forma indirecta al mejorar la autoeficacia. En vista de estos hallazgos, el diseño de intervenciones personalizadas y adaptadas a las características de cada persona para aumentar su autoeficacia en el uso de la tecnología puede ayudar a reducir su ansiedad al enfrentarse a dicho uso en contextos educativos.
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Derechos de autor 2026 Garazi Azanza, Oihane Korres, Jessica Paños-Castro, Ignasi Iriondo, Josep Petchamé
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