Los sistemas de planificación de recursos empresariales (ERP) se han convertido en una herramienta de gestión esencial tanto para las grandes como para las pequeñas empresas. Aunque en las últimas décadas se ha publicado un gran número de artículos sobre los ERP, pocos estudios se han centrado en la satisfacción de los usuarios durante la fase posterior a la implementación. Basándonos en las teorías de la aceptación tecnológica y del ajuste tarea-tecnología, examinamos cómo la interrelación de las actitudes individuales y el ajuste entre la tarea y el ERP afecta a la satisfacción de los usuarios en una universidad pública que adoptó un SAP-ERP. Distribuimos un cuestionario y analizamos las respuestas de 126 usuarios mediante un modelo de ecuaciones estructurales de mínimos cuadrados parciales (PLS-SEM). Los resultados muestran que la utilidad percibida y los beneficios globales predicen significativamente la satisfacción de los usuarios. Además, los beneficios globales están influidos por la percepción de eficiencia en la tarea, las mejoras en la coordinación y la alineación estratégica. La personalización del sistema no tuvo ningún efecto estadístico en el modelo.

The rapid shift to online education during the COVID-19 pandemic exacerbated mental health risks for students, particularly those experiencing multidimensional poverty—a potential contributor to psychological distress in digital learning environments. This study examines how poverty-driven techno-distress (technology-related stress) impacts university students’ mental health, focusing on 202 Chilean learners engaged in remote classes. Using partial least squares structural equation modeling (PLS-SEM), we analyzed multidimensional poverty and its association with techno-distress, measured through validated scales. The results suggest that poverty conditions are associated with 32.5% of technostress variance (R² = 0.325), while techno-distress may indirectly relate to 18.7% of students’ dissatisfaction with academic life—a proxy for emerging mental health risks. Importance–performance map analysis (IPMA) identified housing habitability (e.g., overcrowding, inadequate study spaces) and healthcare access as priority intervention targets, surpassing purely digital factors. These findings indicate that techno-distress in online education may function as a systemic stressor, potentially amplifying pre-existing inequities linked to poverty. For educators and policymakers, this highlights the urgency of early interventions addressing students’ physical environments alongside pedagogical strategies. By framing techno-distress as a public health challenge rooted in socioeconomic disparities, this work advances preventive approaches to safeguard student well-being in increasingly hybrid educational landscapes.

Digital hoarding (DH) is an emerging behavior with potential implications for psychological well-being and daily functioning. While traditionally associated with physical hoarding disorder, DH presents unique challenges in digital environments, particularly among university students increasingly immersed in technology. This study examines the relationship between DH and academic performance, proposing a theoretical model in which academic engagement and academic burnout act as mediating mechanisms. Drawing on the Job Demands–Resources Theory, we provide evidence that DH contributes to a health impairment process that negatively affects student outcomes. Our findings reveal DH as a novel predictor of academic burnout, highlighting its detrimental impact on academic performance. These results carry significant theoretical and practical implications, offering new insights into the role of technology-related anxiety disorders in educational settings. From a practical perspective, our study underscores the need for higher education institutions to implement targeted interventions focused on emotional regulation and learning strategies to mitigate the negative effects of DH. Despite limitations related to sample specificity and cross-sectional data, this research opens avenues for future longitudinal studies and interventions aimed at addressing DH in both academic and professional contexts. By linking digital behaviors to mental health and performance, this work aligns with public health interests in understanding technology’s impact on youth well-being.