Oscar Mamani-Benito1*
Renzo Felipe Carranza Esteban2
Madeleine Victoria Huayta-Meza3Ronald Castillo-Blanco4
Josué E. Turpo Chaparro5
Wilter C. Morales Garcia5,6,7- 1Facultad de Ciencias de la Salud, Universidad Señor de Sipán, Chiclayo, Perú
- 2Grupo de Investigación Avances en Investigación Psicológica, Facultad de Ciencias de la Salud, Universidad San Ignacio de Loyola, Lima, Perú
- 3Escuela Profesional de Ingeniería Civil, Universidad Peruana Unión, Juliaca, Perú
- 4Facultad de Ciencias de la Salud, Carrera de Psicología, Universidad Científica del Sur, Lima, Perú
- 5Escuela de Posgrado, Universidad Peruana Unión, Lima, Perú
- 6Escuela de Medicina Humana, Facultad de Ciencias de la Salud, Universidad Peruana Unión, Lima, Perú
- 7Facultad de Teología, Universidad Peruana Unión, Lima, Perú
Introduction: The COVID-19 pandemic has significantly transformed various sectors, including higher education, exposing structural weaknesses and fostering the adoption of innovative teaching methods. This situation has created the need to understand how these changes have affected the academic satisfaction, academic engagement, and mental well-being of university students during the return to in-person education at universities.
Methods: In this explanatory study, 1,321 Peruvian university students (52.1% women) aged between 18 and 35 years old (M = 20.16, SD = 3.04) participated. Participants were selected through a non-probabilistic convenience sampling method, recruited from the 3 regions of Peru (88.7% from the highlands, 76.2% from private universities), from faculties such as business sciences, humanities and education, engineering, and health sciences. Data were collected using the Emotional Exhaustion Scale (EES), the Brief Scale of Satisfaction with Studies (BSSS), and the Academic Engagement Scale (UWES S9).
Results: The model relating the study variables showed an adequate fit: χ2(4) = 31.5, p < 0.001, CFI = 0.986, RMSEA = 0.072, SRMR = 0.017. The hypotheses were supported, showing the effect on satisfaction with studies both from emotional exhaustion, β = −0.11, p < 0.001, and from academic engagement, β = 0.61, p < 0.001. Additionally, a 43% variance was explained in satisfaction with studies.
Conclusion: This study evidence that, in the post-pandemic context, emotional exhaustion is a negative predictor of academic satisfaction, while academic engagement is positively associated with it. These findings suggest the need for educational strategies that mitigate emotional exhaustion and promote academic engagement to improve student satisfaction and well-being in the new educational normality.
1 Introduction
The COVID-19 pandemic has revealed the inherent vulnerabilities of our health, economic, and development systems worldwide, emphasizing the inadequate preparation and response to significant health crises (Aristovnik et al., 2020). While conventional technocratic solutions fell short, the demand for a holistic approach encompassing political, economic, and social considerations became apparent (Dhawan, 2020; Leach et al., 2021; Wernli et al., 2023). Concurrently, disruptions in traditional education instigated a swift shift to online modalities, highlighting the adaptability required in such times. This crisis has not only impacted health but has also posed challenges to university education, resulting in significant psychological and pedagogical ramifications (Cai et al., 2020; Deng et al., 2021; Tan, 2021; Yekefallah et al., 2021; Porru et al., 2022).
Since the declaration of the COVID-19 pandemic by the World Health Organization (2020), the return to in-person classes has been one of the primary challenges faced by educational managers in Latin America. Reports from some regions have revealed serious concerns and fears about the situation in territories such as Peru (Cajachagua et al., 2023), Argentina (Anderete, 2022), Brazil, and Paraguay (Leite et al., 2023). Nevertheless, during this period, there have been significant advancements in digital education, with students enhancing their digital skills and educators transitioning to blended learning models, demonstrating the significance of this approach in a post-pandemic scenario (Gregg, 2021; Crew and Martins, 2023). However, these advances have not been without challenges, especially in countries with educational management constraints, where issues like device scarcity, teaching overload, and technological limitations persist, complicating the educational experience (Okoye Ifeanyi, 2023). Moreover, student mental health and well-being have surfaced as critical areas, emphasizing the need to adapt interventions and support services in a post-pandemic context (Arias-Flores et al., 2022; Imran et al., 2023). As we progress in the transition back to face-to-face teaching, it’s imperative to address these challenges comprehensively, aiming to foster sustained well-being and ensure academic success in the post-COVID-19 era (Liverpool et al., 2023).
Thus, universities worldwide, which had to immerse themselves in virtual education due to the pandemic (Abumalloh et al., 2021), now face the challenge of resuming in-person classes (Stoian et al., 2022). While the shift to virtuality was a necessary response to the global setting, it brought about significant challenges and insights into the student experience, such as motivational issues, feelings of isolation, and adaptation to new technologies (Caprara and Caprara, 2022). Now, as they return to face-to-face modalities, institutions need to consider integrating lessons learned during remote education and address students’ concerns and expectations, who have undergone a significant transformation in their learning approach (Cronje, 2022; Singh et al., 2022). Returning to physical classrooms does not merely mean reverting to old practices but adapting to a new educational normal influenced by the virtual experience (Tilak and Kumar, 2022; Bridges et al., 2023).
In this context, academic satisfaction in higher education has revealed a range of interconnected factors significantly influencing the student experience. Central to these findings is the role of academic satisfaction, defined as the enjoyment and appreciation of academic experiences, which is a key predictor of student retention and completion of studies (Yekefallah et al., 2021; Gadosey et al., 2022). This satisfaction is linked both to the quality of educational service and student loyalty, serving as a tangible indicator of excellence (Rossini et al., 2021). However, adapting to university life and factors like academic and economic pressure can increase student stress, leading to emotional exhaustion, a component of burnout syndrome. This emotional exhaustion, which includes symptoms such as somatization, anxiety, and depression, is linked to a decrease in satisfaction and academic commitment, adversely affecting performance (Caballero et al., 2007; March-Amengual et al., 2022). Therefore, it is crucial to address the factors contributing to stress and depression to prevent their adverse effects (Bahroodi et al., 2023).
In contrast, more satisfied students tend to experience less stress, directly linking satisfaction with progress in academic goals (Cygrymus and Lent, 2023). Moreover, factors such as self-efficacy and emotional competence are crucial for academic satisfaction (Dou et al., 2022). Similarly, the perception of support for autonomy and academic self-efficacy are fundamental elements in students’ decisions to remain at university (Froment et al., 2023). Teaching style is another relevant factor. Styles that promote autonomy are positively related to students’ academic confidence, while more controlling styles have a negative impact (Granero-Gallegos et al., 2022). Additionally, academic engagement, which involves active participation and interest in learning, is fundamental for student satisfaction (Hensley et al., 2021; Arredondo-Salas et al., 2022). Dimensions of academic commitment such as vigor, dedication, and absorption not only improve performance but also increase satisfaction with studies, as they provide psychological well-being and motivation to effectively face the learning process (López-Aguilar et al., 2021). Finally, factors such as adaptation to the university environment and expectations versus reality have a significant impact on student satisfaction, especially among international students (Merola et al., 2022; Peña-Vázquez et al., 2023). In this context, academic engagement acts as a mediator between emotional intelligence and satisfaction with studies (Urquijo and Extremera, 2017).
In the Peruvian context, satisfaction with studies has been a recurrent area of interest in scientific literature. Previous research has explored its correlation with life satisfaction, mental health, and other psychosocial factors affecting university life (Carranza et al., 2022; Carranza Esteban et al., 2022). Yet, with the transition back to in-person classes, there’s a knowledge gap on how this shift has impacted academic satisfaction and its associated variables. Thus, the objective of the research is to explore the relationship between emotional fatigue, academic engagement, and satisfaction with studies during the return to face-to-face university education in the post-pandemic era.
1.1 Literature review
1.1.1 Emotional fatigue
Traditionally linked to the workplace, emotional fatigue has gained prominence in the academic context, especially among university students. Defined as a profound feeling of exhaustion stemming from intense emotional demands (Bakker et al., 2014; Härtel et al., 2016; Wu et al., 2023), this exhaustion in the academic context manifests as both emotional and cognitive fatigue (Khan, 2023). Students grapple with numerous demands such as role ambiguity, role conflicts, and workload pressures, leading to intense academic interactions and pressures (Lee and Ashforth, 1996; Labrague and Ballad, 2021). The rigorous competition and academic load have exacerbated this perception of burnout. A significant proportion of students, particularly those in medical fields, report high stress levels tied to their studies and a distant attitude toward their academic responsibilities, culminating in feelings of incompetence (Noh et al., 2013; Jagodics and Szabó, 2022). This burnout or student exhaustion syndrome, initially described in the workplace, is characterized by exhaustion due to study demands, a cynical attitude toward learning, and feelings of incompetence. The repercussions of this phenomenon are concerning, as it has been linked to decreased study engagement, shifts in motivation, and a drop in academic performance (Freudenberger, 1974).
Transitioning to university education, especially in the context of the COVID-19 pandemic, has posed unique challenges for students globally (DeCoito and Estaiteyeh, 2022; Aristovnik et al., 2023). The massive adoption of learning modalities has left many students experiencing emotional and academic burnout. In Peru, abrupt learning shifts have intensified symptoms of depression and burnout among students. Recent studies indicate that academic self-efficacy, self-esteem, and study satisfaction are significant predictors of these symptoms. Additionally, academic pressures and high expectations have exacerbated burnout, with alarming levels of students contemplating dropping out or even harboring suicidal thoughts. In contrast, academic engagement emerges as a protective factor, fostering a positive mental state and being linked with optimal personal development and learning in the university context (Carranza Esteban et al., 2022; Liu et al., 2023). As the world witnesses a gradual return to in-person teaching, it is imperative to address these issues to ensure students’ well-being and mental health, thereby guaranteeing effective and healthy learning.
1.1.2 Academic engagement
Academic engagement, vital for students’ educational experiences, has garnered increasing significance in higher education, especially with the incorporation of innovative technologies and e-learning environments (Kim et al., 2019). This engagement pertains to how students actively engage with and interact in the educational process, leveraging digital benefits to enhance their academic performance. A thorough understanding of academic engagement is crucial to positively influencing educational practices (Hendrick et al., 2023). Academic engagement is conceived as a multidimensional construct comprising three main facets: behavioral engagement, emotional engagement, and cognitive engagement. These dimensions capture the energy, enthusiasm, and focus students invest in their studies (Van der Ross et al., 2023). Additionally, academic engagement is closely tied to motivation (Rahiem, 2021), self-regulation (Kurban et al., 2023), and can fluctuate based on the learning context (Limniou et al., 2022). At the university level, it’s associated with factors like self-efficacy, teaching styles of instructors, academic performance, and satisfaction (Khaing and Myint, 2020). Over the past seven decades, interest in academic engagement has surged, viewed as a means to ameliorate dissatisfaction, fend off student boredom, elevate achievement levels, and understand students’ positive development (Fatima et al., 2022). It proves invaluable in understanding the gradual process of school dropouts and is considered the primary theoretical model to intervene and comprehend potential dropouts, enhance performance, and encourage school completion (Szabó et al., 2024). In summary, academic engagement is a complex term that underscores the varied patterns of student motivation, cognition, and behavior (Li et al., 2023).
Education, viewed as a foundational pillar in human development, has undergone significant transformations in recent decades, largely due to global shifts and the repercussions of recent events like the pandemic. UNESCO has underscored the importance of academic satisfaction as a central axis in ensuring quality education, emphasizing its role as a link between academic training and entry into the job market (UNESCO, 2020). As educational modalities adapt and evolve, it’s crucial to consider not only the quality and content of educational programs but also interpersonal factors, such as the teacher-student relationship. Recent studies have shown that a supportive, credible, and attentive teacher creates an environment where students feel both supported and valued. This, in turn, positively impacts their academic engagement (Amerstorfer and Freiin von Münster-Kistner, 2021). However, transitioning to university life can be fraught with challenges, especially for young adults in the latter stages of adolescence. They grapple with issues such as loneliness, financial hardships, and time management (Pat-Horenczyk et al., 2022). In this scenario, emotional intelligence—essential for perceiving and regulating emotions—becomes paramount and has been linked to academic success and the quality of social relationships (Iqbal et al., 2022). As educational institutions strive to adapt to a post-pandemic “new normal,” additional challenges for student mental health and well-being arise, with the return to face-to-face education being one of the most significant (Carranza Esteban et al., 2022). Current research suggests that factors like academic self-efficacy, self-esteem, and the appropriate use of virtual media are key predictors of student well-being. Moreover, academic engagement stands out as a determinative factor in countering burnout and promoting both academic performance and overall well-being (Reyes-de-Cózar et al., 2023). Therefore, it is essential to explore and understand models explaining academic satisfaction by considering variables like emotional fatigue and academic engagement.
Based on the aforementioned insights, the following hypotheses are proposed (Figure 1):
Figure 1. Hypothesized model.
H1: There is a negative relationship between emotional fatigue and satisfaction with studies.
H2: There is a positive relationship between academic engagement and satisfaction with studies.
2 Methods
2.1 Design and participants
Similar to other studies conducted in the context of the COVID-19 pandemic (Carranza et al., 2022), the present research is classified as an explanatory cross-sectional study (Ato et al., 2013). This means an associative strategy was employed (allowing exploration of the functional relationship between variables) under a design that tests theoretical models about the relationships among a set of variables, as derived from an underlying theory. Utilizing non-probabilistic convenience sampling, 1,321 Peruvian university students participated (52.1% women), ranging in age from 18 to 35 (M = 20.16, SD = 3.04). Of these, 76.2% attend a private university, while 23.8% attend a state university. The majority, 88.7%, reside in the highlands. Students’ fields of study include 25.3% in business science, 24.1% in engineering and architecture, 22.4% in health sciences, and 14.8% in humanities and education.
Given the nature of the sample, inclusion criteria for this study were set as being a student at a private university, of Peruvian nationality, and providing consent (participating voluntarily). Participants were contacted through social networks (Facebook and WhatsApp); in this case, there was no incentive to participate in the study. Instead, the invitation was open, and voluntary participation was sought.
2.2 Instruments
2.2.1 Emotional fatigue
The Emotional Fatigue Scale (EFS; Dominguez Lara, 2013) was used. The EFS consists of 10 items with Likert response options ranging from strongly disagree to strongly agree. In this study, the EFS demonstrated good internal consistency (ω = 0.91). In this study, the EFS showed good internal consistency (ω = 0.91). This instrument has been used in studies within the context of the COVID-19 pandemic (Carranza et al., 2023).
2.2.2 Satisfaction with studies
The Brief Satisfaction with Studies Scale (BSSS; Merino-Soto et al., 2017) was used. The BSSS assesses student satisfaction with their study habits and academic performance. It has 3 items with a 1 to 5 Likert response format (strongly disagree, disagree, neither agree nor disagree, agree, strongly agree). In the current research, the Cronbach’s alpha coefficient value estimating reliability was good (ω = 0.82). This instrument has also been used in studies related to the COVID-19 pandemic (Carranza et al., 2022).
2.2.3 Academic engagement
Academic Engagement Scale (UWES S9), adapted to Peru by Dominguez-Lara et al. (2020) consists of 9 items distributed across two factors. It offers 7 Likert response options ranging from never to always. In this study, the UWES S9 displayed good internal consistency (ω = 0.89). This instrument has been utilized in studies concerning the COVID-19 pandemic (Dominguez-Lara et al., 2023).
2.3 Procedure
The COVID-19 pandemic necessitated the use of technological resources. In this light, to reach a broader range of students (engaging a large number of participants), ensure ease of use, and facilitate rapid communication, a virtual survey was set up using Google Forms. The link was disseminated via social networks (Facebook and WhatsApp) and was active between March and April 2023. The informed consent was presented at the beginning of the questionnaire along with the study’s objective, stating that participation was voluntary and anonymous. Furthermore, all ethical research principles involving humans, as outlined in the Helsinki declaration, were adhered to.
2.4 Data analysis
The study model was analyzed using structural equation modeling with the MLR estimator, which is employed for numerical variables and is robust to inferential normality deviations (Muthén and Muthén, 2017). The fit evaluation was conducted using the Comparative Fit Index (CFI), the Root Mean Square Error of Approximation (RMSEA), and the Standardized Root Mean Square Residual (SRMR). CFI values >0.90 (Bentler, 1990), RMSEA <0.080, and SRMR <0.080 (Browne and Cudeck, 1992) were used. For reliability analysis, the internal consistency alpha (α) method was employed. The data analysis and calculations were conducted using the “R” software version 4.2.1, utilizing the “lavaan” library version 0.6–12 (Rosseel, 2012).
2.5 Ethical considerations
The research was approved by the Ethics Committee of the Peruvian Union University (Reference: 2023-CEUPeU-0016).
3 Results
3.1 Preliminary analysis
The scores of the study variables were scaled to values between 0 and 30 to facilitate their visualization, with the understanding that this procedure does not affect the correlation values between the variables. Table 1 presents the descriptive results, including skewness (A), and the correlation results that range between −0.33 and 0.77 for the study variables. Additionally, in this table, the internal consistency alpha coefficients can be observed, which were found to range between 0.74 and 0.88.
Table 1. Descriptive statistics, internal consistencies, and correlations for the study variables.
3.2 Model analysis
In the analysis of the proposed model, an adequate fit was obtained: χ2(4) = 31.5, p < 0.001, CFI = 0.986, RMSEA = 0.072, SRMR = 0.017. Consequently, H1 and H2 were confirmed regarding the effect on satisfaction with studies by emotional fatigue, β = −0.11, p < 0.001, and academic engagement, β = 0.61, p < 0.001. Lastly, a 43% explained variability in satisfaction with studies was also found. These results can be visualized in Figure 2.
Figure 2. Results of the explanatory structural model for satisfaction with studies. Standardized estimated parameters are displayed.
4 Discussion
Starting in September 2022, university students began to gradually return to in-person classes (Estrada and Paricahua, 2023), adhering to biosecurity protocols (Farfán-Latorre et al., 2023). This led to experiencing critical and stressful changes (Cajachagua et al., 2023), presenting a delicate situation for student health as they had to adapt to a new post-pandemic context (Arias-Flores et al., 2022). In light of this, the aim of this research was to establish the relationship between emotional fatigue, academic engagement, and satisfaction with studies among university students in post-pandemic times.
The findings of this research confirm H1, which demonstrates a negative relationship between emotional fatigue and satisfaction with studies. This indicates that university students experiencing high emotional exhaustion tend to have lower levels of satisfaction with their studies. This is reflected in the theory where the consequences of emotional exhaustion are manifested as a decrease in commitment, changes in motivation, and a drop in academic performance (Freudenberger, 1974). Prior research suggests that more satisfied students experience less stress as they feel they are making progress in their academic goals (Cygrymus and Lent, 2023). On the other hand, students are more vulnerable and face mental health challenges due to educational pressure, exam anxiety, and emotional issues that increase emotional fatigue and impact their well-being (Bahroodi et al., 2023). Evidence has shown that emotional fatigue is linked to students’ performance and well-being (March-Amengual et al., 2022). Furthermore, studies indicate that emotional fatigue affects students’ relationships with their universities and reduces their interest in continuing their studies (Sanjari et al., 2023). Another study on higher education students revealed that emotional fatigue negatively predicted satisfaction with studies, emphasizing the importance of enhancing confidence and coping styles in the face of academic stress (Dou et al., 2022).
The results also support the positive relationship between academic engagement and satisfaction with studies, suggesting that students with greater academic engagement display higher levels of satisfaction. Previous studies have shown academic engagement as a factor that promotes positive mental health and comprehensive student development (Carranza Esteban et al., 2022; Liu et al., 2023), in addition to influencing educational practices (Hendrick et al., 2023). Academic engagement is associated with factors such as academic performance and academic satisfaction (Khaing and Myint, 2020; Fatima et al., 2022). Research on 637 Spanish students reported a direct relationship between academic engagement and study satisfaction (Froment et al., 2023). Additionally, academic engagement is directly linked to the quality of university education (Granero-Gallegos et al., 2022) and positively associated with study satisfaction (Hensley et al., 2021; Arredondo-Salas et al., 2022). Furthermore, research confirms that dimensions of academic engagement enhance academic performance and satisfaction with studies (López-Aguilar et al., 2021). Moreover, most students facing adaptation challenges in the university environment display low academic engagement and are not very satisfied with the educational process (Peña-Vázquez et al., 2023). Another study revealed that international students were less satisfied with their academic experience and engagement, emphasizing that research should consider the unique experiences of students in educational planning (Merola et al., 2022). In the context of COVID-19, studies confirm the mediating role of academic commitment in satisfaction with studies (Teuber et al., 2021).
Lastly, the results of this study clearly indicate that emotional fatigue and academic engagement together account for 43% of the variance in students’ satisfaction with their studies. This outcome aligns with findings from Colombian students, where students who perceive higher emotional fatigue reported lower satisfaction with their studies (Caballero et al., 2007). However, the post-pandemic period has its distinct characteristics, such as a new balanced and semi-presential educational approach, which students perceive positively and enhances their learning (Sharma and Shree, 2023). Furthermore, this form of semi-presential education is considered as the “new normal” (Megahed and Hassan, 2022). Yet, some reports state that this mode of education has led, in certain cases, to lower levels of student engagement (Banihashem et al., 2023). It’s worth noting the positive manner in which students perceive this hybrid digital education (Christabel and Prawira, 2023), underscoring the need to continue analyzing the factors influencing academic satisfaction.
4.1 Implications
This research presents several significant implications. For example, students during their return after the pandemic period have adapted relatively easily to the university academic environment. This modality has not only reduced emotional fatigue but has also had positive impacts on academic engagement and satisfaction with studies. It is vital that educational institutions and policymakers continue to support and refine these hybrid modes, capitalizing on their potential to merge the best of both worlds. Additionally, emotional exhaustion or fatigue is directly tied to academic satisfaction and possibly to academic performance. Although it is important that institutions continue to improve their educational quality informed by students’ perceptions, as well, students can change their perspective in such a way that they become actively involved in their academic satisfaction and can opt for courses that help improve that perception. Moreover, the findings suggest that academic engagement correlates positively with satisfaction in studies. It’s crucial to implement teaching methods that foster a more engaged classroom environment, such as peer teaching, active student participation, and the integration of practical applications of theoretical knowledge. These strategies can enhance the educational process and allow for greater student connection and involvement (Fredricks and McColskey, 2012). Finally, given the evidence of the profound impact of emotional fatigue on student satisfaction, institutions should bolster their focus on mental health. More robust mental health frameworks should be established, emphasizing early detection, support, and potential therapeutic interventions for those students struggling with emotional burnout.
4.2 Limitations
Among the main limitations is the fact that this research used a correlational and cross-sectional design, so it is not possible to make causal inferences. Therefore, the use of longitudinal models is recommended to lead to a better understanding of the relationships between predictor and dependent variables. Also, the measures were based on self-reports, which could introduce some bias, even though most similar studies analyze data through self-reports. Additionally, data collection was done virtually, so some participants might have had motivations that influenced how they responded to the questionnaires. These motivations could be related to an individual’s tendency to respond in a certain way without doubting the question (Lanz et al., 2022) and could be related to some particular individual experience that no other participant has had (Eisele et al., 2020).
4.3 Conclusion
Despite these limitations, we view this research as a contribution to the understanding of satisfaction with studies. It introduces emotional fatigue and academic engagement as predictors of satisfaction with studies among university students in the post-pandemic era. We conclude that the study reported a negative relationship between emotional fatigue and satisfaction with studies and a positive relationship between academic engagement and satisfaction with studies. Moreover, emotional fatigue and academic engagement explain the variability in satisfaction with studies.
Data availability statement
The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.
Ethics statement
The studies involving humans were approved by the Ethics Committee of the Peruvian Union University (Reference: 2023-CEUPeU-0016). The studies were conducted in accordance with the local legislation and institutional requirements. The participants provided their written informed consent to participate in this study.
Author contributions
OM-B: Conceptualization, Investigation, Supervision, Visualization, Writing – original draft, Writing – review & editing. RFCE: Formal analysis, Investigation, Methodology, Validation, Visualization, Writing – review & editing, Writing – original draft. MVH-M: Funding acquisition, Investigation, Methodology, Visualization, Writing – review & editing. RC-B: Data curation, Formal analysis, Software, Visualization, Writing – review & editing. JTC: Investigation, Resources, Validation, Visualization, Writing – review & editing. WCMG: Investigation, Methodology, Resources, Validation, Visualization, Writing – review & editing.
Funding
The author(s) declare financial support was received for the research, authorship, and/or publication of this article. Article publishing charges were provided by University of the Lord of Sipan.
Conflict of interest
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Publisher’s note
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Keywords: emotional fatigue, academic engagement, satisfaction with studies, in-person instruction, post-pandemic
Citation: Mamani-Benito O, Esteban RFC, Huayta-Meza MV, Castillo-Blanco R, Chaparro JET and Morales Garcia WC (2024) Emotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendance. Front. Educ. 9:1297302. doi: 10.3389/feduc.2024.1297302
Edited by:
Gregory Siy Ching, National Chengchi University, TaiwanReviewed by:
Carol Nash, University of Toronto, CanadaMelissa Christine Davis, Edith Cowan University, Australia
Copyright © 2024 Mamani-Benito, Esteban, Huayta-Meza, Castillo-Blanco, Chaparro and Morales Garcia. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Oscar Mamani-Benito, mamanibe@uss.edu.pe