Dataset Technology Gap, Academic Performance, Learning Satisfaction, and Learning Motivation The Mediating Roles of Technostress and Learning Misfit
Description
This dataset contains survey data collected from 3,629 valid undergraduate student responses in Vietnam. The dataset was developed to examine the relationships among technology gap, student–digital learning environment misfit, technostress, academic performance, learning satisfaction, and learning motivation in technology-enhanced learning environments. The study is grounded in Person–Environment Fit theory and investigates whether technostress and learning misfit mediate the relationships between technology gap and students’ learning outcomes. The questionnaire measured five main constructs: Misfit (MF), Technostress (TS), Academic Performance (PE), Learning Satisfaction (SAT), and Learning Motivation (MO). All items were assessed using a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). The dataset also includes demographic variables, including gender, year of study, academic major, and pre-university residence. In this dataset, pre-university residence was used to operationalize technology gap, distinguishing between students from Hanoi and students from outside Hanoi. The data can be used for descriptive statistics, reliability analysis, convergent and discriminant validity assessment, mediation analysis, and partial least squares structural equation modeling (PLS-SEM). This dataset may be useful for researchers interested in technology-enhanced learning, digital divide, technostress, student satisfaction, learning motivation, academic performance, and higher education in emerging digital contexts.
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Steps to reproduce
Data were collected through a cross-sectional online survey administered to undergraduate students in Vietnam from January 2026 to March 2026. A structured questionnaire was developed by adapting measurement items from previous studies on Person–Environment Fit, technostress, academic performance, learning satisfaction, and learning motivation. The questionnaire consisted of two sections. The first section measured the main research constructs, including Misfit (MF), Technostress (TS), Academic Performance (PE), Learning Satisfaction (SAT), and Learning Motivation (MO). The second section collected demographic information, including gender, year of study, academic major, and pre-university residence. All measurement items were assessed using a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). The survey was distributed via Google Forms. Participation was voluntary and anonymous, and no personally identifiable information was collected. After data collection, responses were screened for completeness and quality. A total of 3,629 valid responses were retained for analysis. The dataset can be reproduced by administering the same questionnaire to undergraduate students in technology-enhanced learning contexts and analyzing the data using descriptive statistics, reliability testing, validity assessment, mediation analysis, and PLS-SEM.