Digital Teaching Resources and Academic Interest in University Students: A Case of Initial Versus Intermediate Cycle
Digital Teaching Resources and Academic Interest in University Students: A Case of Initial Versus Intermediate Cycle

Summary/Abstract: Digital teaching resources have the potential to trigger and sustain student interest, thereby benefiting learning processes and outcomes. This study provides empirical evidence on the differential impact of Emotional and Cognitive Interest, both influenced by digital teaching resources, on academic performance in first-cycle versus intermediate-cycle university students. Following a quantitative approach, the research utilized a non-experimental, correlational-exploratory, and comparative design with a non-probabilistic purposive sample and a cross-sectional data collection. Structural relationships were examined through a structural equation model (SEM) using robust WLSMV estimation, yielding excellent fit indices (RMSEA = 0.020, SRMR = 0.059, CFI = 0.991, TLI = 0.989). Results showed that Cognitive Interest positively and significantly predicts final course grades (β = 0.512, p < 0.001), while Emotional Interest levels reported by students were higher on average. These findings highlight the importance of distinguishing between emotional and cognitive components of academic interest to better support student achievement across educational stages.

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