Relationship between technology acceptance model, self-regulation strategies, and academic self-efficacy with academic performance and perceived learning among college students during remote education.

Introduction: The aim of this study was to examine the relationship between the technology acceptance model, self-regulation strategies, and academic self-efficacy with academic performance and perceived learning among college students during remote education.

Methods: The participants were 301 university students from Lima. Structural equation model was used to test the proposed theoretical relationships between the variables.