Keywords
academic emotions
academic performance
psychological well-being
higher education
academic performance
psychological well-being
higher education
How to Cite
Vera Ballon, E. L., Barriga Garcia, M. del C., Rivera Pinto, S. D., Pinto Hurtado, A., & Cardenas Nunez , B. E. (2026). Hybrid Communities: Emerging Social Practices Between Virtual and Face-to-Face Interaction in Latin American Urban Contexts. Universidad Ciencia Y Tecnología, 30(130), 76-86. https://doi.org/10.47460/uct.v30i130.1037
Abstract
This study analyzes hybrid communities as emerging social configurations that integrate virtual and face-to-face practices in Latin American urban contexts. A quantitative approach using synthetic data was employed to examine the relationship between virtual interaction, in-person participation, digital--face-to-face integration, community cohesion, collective identity, and involvement. The results show moderate to high positive associations among the analyzed dimensions, highlighting the central role of digital--face-to-face integration and community cohesion in explaining involvement. Regression models confirm that community engagement emerges as an integrative construct resulting from the convergence of hybrid social practices, relational ties, and shared identity. This study provides empirical evidence to understand urban social dynamics in the digital era.
References
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[7] K. Salmela-Aro and S. Read, “Study engagement and burnout profiles among university students,” Burnout Research, vol. 7, pp. 21–28, 2017, doi: 10.1016/j.burn.2017.11.001.
[8] J. J. Gross, “The emerging field of emotion regulation: An integrative review,” Review of General Psychology, vol. 2, no. 3, pp. 271–299, 1998, doi: 10.1037/1089-2680.2.3.271.
[9] R. M. Ryan and E. L. Deci, “Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being,” American Psychologist, vol. 55, no. 1, pp. 68–78, 2000, doi: 10.1037/0003-066X.55.1.68.
[10] D. Soares and K. Woods, “An international systematic literature review of test anxiety interventions 2011–2018,” Pastoral Care in Education, vol. 38, no. 4, pp. 311–334, 2020, doi: 10.1080/02643944.2020.1725909.
[11] F. Bolinski, N. Boumparis, A. Kleiboer, P. Cuijpers, D. D. Ebert, and H. Riper, “The effect of e-mental health interventions on academic performance in university and college students: A meta-analysis of randomized controlled trials,” Internet Interventions, vol. 20, Art. no. 100321, 2020, doi: 10.1016/j.invent.2020.100321.
[12] J. Camacho-Morles, G. R. Slemp, R. Pekrun, K. Loderer, H. Hou, and L. G. Oades, “Activity achievement emotions and academic performance: A meta-analysis,” Educational Psychology Review, vol. 33, no. 3, pp. 1051–1095, 2021, doi: 10.1007/s10648-020-09585-3.
[13] K. Salmela-Aro and K. Upadyaya, “School burnout and engagement in the context of demands-resources model,” British Journal of Educational Psychology, vol. 84, no. 1, pp. 137–151, 2014, doi: 10.1111/bjep.12018.
[14] C. Maslach and S. E. Jackson, “The measurement of experienced burnout,” Journal of Occupational Behaviour, vol. 2, no. 2, pp. 99–113, 1981, doi: 10.1002/job.4030020205.
[15] B. L. Fredrickson, “The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions,” American Psychologist, vol. 56, no. 3, pp. 218–226, 2001, doi: 10.1037/0003-066X.56.3.218.
[16] J. M. Braxton, “Review of Leaving College: Rethinking the Causes and Cures of Student Attrition, by V. Tinto,” Journal of College Student Development, vol. 60, no. 1, pp. 129–134, 2019, doi: 10.1353/csd.2019.0012.
[17] R. Pekrun, T. Goetz, A. C. Frenzel, P. Barchfeld, and R. P. Perry, “Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ),” Contemporary Educational Psychology, vol. 36, no. 1, pp. 36–48, 2011, doi: 10.1016/j.cedpsych.2010.10.002.
[18] P. F. Lovibond and S. H. Lovibond, “The structure of negative emotional states: Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories,” Behaviour Research and Therapy, vol. 33, no. 3, pp. 335–343, 1995, doi: 10.1016/0005-7967(94)00075-U.
[19] D. Watson, L. A. Clark, and A. Tellegen, “Development and validation of brief measures of positive and negative affect: The PANAS scales,” Journal of Personality and Social Psychology, vol. 54, no. 6, pp. 1063–1070, 1988, doi: 10.1037/0022-3514.54.6.1063.
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