Open Access

ARTICLE

Multitasking Behavior and Perceptions of Academic Performance in University Business Students in Mexico during the COVID-19 Pandemic

Victoria Gonzáles-Gutierrez¹, Aldo Alvarez-Risco², Alfredo Estrada-Merino², María de las Mercedes Anderson-Seminario², Sabina Mlodzianowska², Shyla Del-Aguila-Arcentales³, Jaime A. Yáñez^4,5,*

1 CETYS Universidad, Mexicali, Baja California, Mexico
2 Universidad de Lima, Facultad de Ciencias Empresariales y Económicas, Carrera de Negocios Internacionales, Lima, Peru
3 Escuela Nacional de Marina Mercante “Almirante Miguel Grau”, Callao, Peru
4 Universidad Norbert Wiener, Vicerrectorado de Investigación, Lima, Peru
5 Teoma Global, Gerencia Corporativa de Asuntos Científicos y Regulatorios, Lima, Peru

* Corresponding Author: Jaime A. Yáñez. Email:

(This article belongs to the Special Issue: Impact and Expectations by COVID-19 Pandemic: Citizens and Firms Views)

International Journal of Mental Health Promotion 2022, 24(4), 565-581. https://doi.org/10.32604/ijmhp.2022.021176

Received 30 December 2021; Accepted 11 April 2022; Issue published 27 May 2022

Abstract

The current study measures the influence of multitasking behavior and self-efficacy for self-regulated learning (SESRL) on perceptions of academic performance and views in university students during the COVID-19 pandemic in Mexico. 264 university students fulfilled an online questionnaire. It was observed that multitasking behavior negatively influences SESRL (−0.203), while SESRL showed a positive influence of 0.537 on perceptions of academic performance, and multitasking behavior had an influence of −0.097 on the perception of academic performance. Cronbach’s alpha and Average Variance Extracted values were 0.809 and 0.577 (multitasking behavior), 0.819 and 0.626 (SESRL), 0.873 and 0.725 (perceptions of academic performance), respectively. The results of the bootstrapping test showed that the path coefficients were significant. The study outcomes can support new plans in universities to ensure the best academic outcomes. Our study showed evidence of the COVID-19 impact on education behavior. This study’s novelty is based on using the partial least square structural equation modeling (PLS-SEM) technique to evaluate these variables.

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Keywords

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