Modeling the Role of Digital Loneliness on Cyber Psychological Capital, Virtual Social Self-Efficacy, and Academic Satisfaction in Online Learning Environments

Abstract

Introduction and Aim: The expansion of online learning has increased educational accessibility while simultaneously introducing psychological challenges such as digital loneliness that may affect students’ academic experiences. The present study aimed to model the role of digital loneliness in predicting academic satisfaction through the mediating roles of cyber psychological capital and virtual social self-efficacy.

Methodology: This study employed a descriptive-correlational design using structural equation modeling. The statistical population consisted of university students in Tehran during the 2025–2026 academic year with experience in online learning, from whom 384 participants were selected using convenience sampling. Data were collected through standardized questionnaires measuring digital loneliness, cyber psychological capital, virtual social self-efficacy, and academic satisfaction administered online. Data analysis was conducted using SPSS-27 and AMOS-24, and model fit indices were evaluated.

Findings: The results indicated that digital loneliness had a significant negative effect on cyber psychological capital, virtual social self-efficacy, and academic satisfaction. Cyber psychological capital and virtual social self-efficacy had significant positive effects on academic satisfaction. Additionally, the indirect effects of digital loneliness through mediating variables were significant, and the proposed model demonstrated good fit.

Conclusion: The findings suggest that digital loneliness is a key factor in reducing academic satisfaction in online learning environments, operating through the weakening of students’ psychological and social resources. Enhancing cyber psychological capital and virtual social self-efficacy can be considered effective strategies to improve the quality of online learning experiences.