Comparative analysis of the impact of teachers and influencers on virtual financial education
DOI:
https://doi.org/10.32870/Ap.v18n1.2755Keywords:
Financial education, teachers, influencers, virtual environmentsAbstract
The objective of this study was to comparatively analyze the impact of teachers and influencers on virtual financial education in a sample of 234 students from the Autonomous University of Nuevo León. A non-experimental, cross-sectional quantitative design was employed, consisting of the projection of a video and the administration of a survey, and including sentiment analysis, semantic networks, and a structural equation model using a PLS-SEM approach. The results indicate that teachers generate higher levels of trust, whereas influencers stand out in clarity and motivation; the latter fosters greater financial self-efficacy, which in turn influences behavioral intention. The use of non-probabilistic sampling and its restriction to a single university faculty limited the generalizability of the findings. It is concluded that the combination of academic legitimacy and communicative dynamism strengthens financial education in virtual environmentsReferences
Ahmed, S. (2004). The cultural politics of emotion. Edinburgh University Press.
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211. https://doi.org/10.1016/0749-5978(91)90020-T
Alvarado, E., Morales, D. y E. Téllez. (2016). Percepción de la calidad educativa: caso aplicado a estudiantes de la Universidad Autónoma de Nuevo León y del Instituto Tecnológico de Estudios Superiores de Monterrey. Revista de la Educación Superior, 45(180), 55-74. https://doi.org/10.1016/j.resu.2016.06.006
Alvarado, E., Luyando, J. y E. Picazzo. (2015). Un análisis sobre la percepción que los estudiantes tienen de la calidad que ofrecen de las universidades privadas en Monterrey, Nuevo León. Revista Iberoamericana de Educación Superior, 6(17), 58-76. https://doi.org/10.1016/j.rides.2015.10.003
Barbosa, M. P. & Maciel, R. S. P. (2025). Interpersonal trust among students in virtual learning environments: A comprehensive review. Journal on Interactive Systems, 16(1), Article 6118. https://doi.org/10.5753/jis.2025.6118
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
Cambria, E., Schuller, B., Xia, Y. & Havasi, C. (2017). New avenues in opinion mining and sentiment analysis. IEEE Intelligent Systems, 28(2), 15-21. https://doi.org/10.1109/MIS.2013.30
Djafarova, E. & Rushworth, C. (2017). Exploring the credibility of online celebrities' Instagram profiles in influencing the purchase decisions of young female users. Computers in Human Behavior, 68, 1-7. https://doi.org/10.1016/j.chb.2016.11.009
Fauzi, M. A. (2022). Partial least square structural equation modelling (PLS-SEM) in knowledge management studies: Knowledge sharing in virtual communities. Knowledge Management & E-Learning, 14(1), 103-124. https://doi.org/10.34105/j.kmel.2022.14.007
Feldman, R. & Sanger, J. (2007). The text mining handbook: Advanced approaches in analyzing unstructured data. Cambridge University Press. https://doi.org/10.1017/CBO9780511546914
Hair, J. F., Sarstedt, M., Pieper, T. M. & Ringle, C. M. (2012). The use of partial least squares structural equation modeling in strategic management research: A review of past practices and recommendations for future applications. Long Range Planning, 45(5-6), 320-340. https://doi.org/10.1016/j.lrp.2012.09.008
Hair, J. F., Howard, M.C. & Nitzl, C. (2020). Assessing measurement model quality in PLS-SEM using confirmatory composite analysis. Journal of Business Research, 109, 101-110. https://doi.org/10.1016/j.jbusres.2019.11.069
Henseler, J., Hubona, G. & Ray, P. A. (2016). Using PLS path modeling in new technology research: Updated guidelines. Industrial Management & Data Systems, 116(1), 2-20. https://doi.org/10.1108/IMDS-09-2015-0382
Holzer, J. & Daumiller, M. (2025). Building trust in the classroom: perspectives from students and teachers, European Journal of Psychology of Education, 40, Artículo 62. https://doi.org/10.1007/s10212-025-00961-7
Lusardi, A. & Mitchell, O. S. (2023). The importance of financial literacy: Opening a new field. Journal of Economic Perspectives, 37(4), 137-154. https://doi.org/10.1257/jep.37.4.137
Lusardi, A., Mitchell, O.S. & Oggero, N. (2020), Debt and Financial Vulnerability on the Verge of Retirement. Journal of Money, Credit and Banking, 52: 1005-1034. https://doi.org/10.1111/jmcb.12671
Liu, X. & Zheng, X. (2024). The persuasive power of social media influencers in brand credibility and purchase intention. Humanities and Social Sciences Communications, 11, Artículo, 15. http://doi.org/10.1057/s41599-023-02512-1
Mayer, R. E. (2009). Multimedia learning. Cambridge University Press. https://doi.org/10.1017/CBO9780511811678
Mayer, R. C., Davis, J. H. & Schoorman, F. D. (1995). An integrative model of organizational trust. Academy of Management Review, 20(3), 709-734. https://doi.org/10.5465/amr.1995.9508080335
Mohammad, S. M. & Turney, P. D. (2013). Crowdsourcing a word–emotion association lexicon. Computational Intelligence, 29(3), 436-465. https://doi.org/10.1111/j.1467-8640.2012.00460.x
Plutchik, R. (1980). Emotion: A psychoevolutionary synthesis. Harper & Row.
Ryan, R. M. & Deci, E. L. (2020). Intrinsic and Extrinsic Motivations: Classic definitions and New Directions. Contemporary Educational Psychology, 25, 54-67. https://doi.org/10.1006/ceps.1999.1020
Shin, A. (2023). Exploring the Role of Interaction in Engagement and Satisfaction Within Virtual Learning Environments. Journal of Student Research, 12(3). https://doi.org/10.47611/jsrhs.v12i3.5014
Simonetti, A., Albano, A., Tumminello, M. & Di Matteo, T. (2025). Statistically validated network for analysing textual data. Applied Network Science, 10, Artículo 5. https://doi.org/10.1007/s41109-025-00693-z
Veirman, M. de, Cauberghe, V. & Hudders, L. (2017). Marketing through Instagram influencers: The impact of number of followers and product divergence on brand attitude. International Journal of Advertising, 36(5), 798-828. https://doi.org/10.1080/02650487.2017.1348035
Wang, Y. D. (2014). Building student trust in online learning environments. Distance Education, 35(3), 345–359. http://dx.doi.org/10.1080/01587919.2015.955267
Xiao, J.J., Chen, C. & Sun, L. (2015), Age differences in consumer financial capability. International Journal of Consumer Studies, 39: 387-395. https://doi.org/10.1111/ijcs.12205
Zarazúa, R. & Alvarado, E. (2025). El papel de las emociones en las preferencias electorales según en el nivel educativo en Monterrey, México. RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 15(30). https://doi.org/10.23913/ride.v15i30.2306
Zhou, Z. (2023). Towards a new definition of trust for teaching in higher education. International Journal for the Scholarship of Teaching and Learning, 17(2), 1-13. https://doi.org/10.20429/ijsotl.2023.17202
Downloads
Published
Issue
Section
License
The copyright belongs to the authors of the text. In case the manuscript is accepted for publication, the Sistema de Universidad Virtual of the Universidad de Guadalajara (UDGVirtual) is authorized to modify the text in the correction of style, translate, fix, disseminate, reproduce, publish and market with this. Likewise, the Universidad de Guadalajara is authorized to carry out the above described jointly or through possible third parties. (See the detailed authorization in the copyright letter.)
The authors guarantee to Apertura the right to be the first means of publication of the work. The reproduction of the texts published in the Apertura is authorized, in whole or in part, as long as it is non-profit, the source is cited and the content or design is not modified. Authors may exclusively distribute the final editorial or postprint version in any medium and at any time.
Apertura, its editors and UDGVirtual dissociate themselves from the information provided by collaborators or advertisers. The articles of the contributors do not necessarily represent the point of view of the publisher or UDGVirtual and the content of the advertisements are the sole responsibility of the contractors.
Apertura is registered in the National Institute of Copyright with the ISSN number: 1665-6180 (printed version) and e-ISSN 2007-1094 (electronic version), and with the Certificate of Reservation of Rights to the Exclusive Use of the Title: 04 -2005-120212472000-102.
It is also certified by the Qualifying Commission for Illustrated Publications and Journals of the Ministry of the Interior with the Licensed Certificates of Title number: 13449; and Content Legality: 11022.
