The mediation of interactivity and Tutor support in affective support in University Students

Abstract

The study examines the role of mediation through interactivity and tutor support in affective support, using relevance and reflective thinking as predictor variables. A non-experimental and cross-sectional approach was employed for the research. An electronic questionnaire was administered to 250 university-level students in Arequipa, Peru, achieving high-reliability levels in the instrument's application (n=20; α=0.92, ω=0.92). The analysis was enriched with construct validation techniques, factor analysis, and structural equation modelling using partial least squares. Findings revealed that interactivity and tutor support are significant mediators in online learning. Interactivity enhances affective support by fostering reflective thinking, while tutor support amplifies affective support by linking content relevance with student needs. Although interactivity exhibits a mediating effect, tutor support emerges as a more potent mediator, indicating its essential role in students' perceptions of affective support and facilitating an effective online learning environment.