### Structural Equation Model
Finally, the model has an excellent overall fit but could be improved in terms of parsimony. Figure 3 presents the structural equation model of university teaching practice and the academic stress of university students in virtual education. \begin{table}
\begin{tabular}{c c c c c} \hline \hline \multirow{2}{*}{**Measure**} & \multirow{2}{*}{**Value Obtained**} & \multicolumn{2}{c}{**Threshold**} & \multirow{2}{*}{**Interpretation**} \\ \cline{3-3} \cline{5-5}  & & **Acceptable** & & \\ \hline CMIN/DF & 1.271 & 1–3 & 1–2 & Ideal \\ \hline RMR & 0.010 & \textless{}0.08 & \textless{}0.05 & Ideal \\ \hline GFI & 0.996 & \textgreater{}0.90 & \textgreater{}0.95 & Ideal \\ \hline AGFI & 0.989 & \textgreater{}0.90 & \textgreater{}0.95 & Ideal \\ \hline PGFI & 0.354 & \textgreater{}0.50 & \textgreater{}0.60 & Not Acceptable \\ \hline NFI & 0.979 & \textgreater{}0.90 & \textgreater{}0.95 & Ideal \\ \hline RFI & 0.952 & \textgreater{}0.90 & \textgreater{}0.95 & Ideal \\ \hline IFI & 0.995 & \textgreater{}0.90 & \textgreater{}0.95 & Ideal \\ \hline TLI & 0.989 & \textgreater{}0.90 & \textgreater{}0.95 & Ideal \\ \hline CFI & 0.995 & \textgreater{}0.90 & \textgreater{}0.95 & Ideal \\ \hline PRATIO & 0.444 & 0.50–1.00 & 0.80–1.00 & Not Acceptable \\ \hline PNFI & 0.435 & \textgreater{}0.50 & \textgreater{}0.60 & Not Acceptable \\ \hline PCFI & 0.442 & \textgreater{}0.50 & \textgreater{}0.70 & Not Acceptable \\ \hline RMSEA & 0.012 & \textless{}0.08 & \textless{}0.05 & Ideal \\ \hline Hoelter (0.05) & 2472 & \textgreater{}200 & - & Ideal \\ \hline Hoelter (0.01) & 3008 & \textgreater{}200 & - & Ideal \\ \hline \end{tabular}
\end{table} 
Table 23: Goodness-of-fit indicators of the structural equation model of university teaching practice and academic stress of university students in virtual education. Figure 3: Structural equation model of university teaching practice and academic stress of university students in virtual education. E1-E9 = error. Although no significant relationship is found between the latent variables V1 (teaching practice) and V2 (student academic stress), the model shows that some specific dimensions of student academic stress (V2) have a negative influence on some dimensions of virtual teaching practice (V1). This implies that there is no direct and global relationship between both variables, but indirect effects are observed between some of their dimensions. Explanation of negative influences:  
1. Student overload (dimension of student academic stress) hurts \"teacher interaction\" (dimension of teaching practice). This suggests that when students experience high levels of overload and feel they do not have enough time to meet academic demands, interaction with teachers decreases. 2. Environmental distractions negatively affect both teacher interaction and the means of communication used in virtual teaching practice. This could be explained by the fact that a study environment with many distractions has an impact on the student's attention and participation, which limits their ability to interact effectively with the teacher and take advantage of the available means of communication. 3. Student interaction (dimension of student academic stress) has a negative influence on student collaboration (dimension of teaching practice). This indicates that when students feel that they are not sufficiently engaged or do not participate adequately, this affects their ability to collaborate effectively with their peers. 4. Digital resources (dimension of student academic stress) negatively influence the teaching process (dimension of teaching practice). This reflects that when students experience problems with technology, this is detrimental to teaching in a virtual environment since the effectiveness of the process depends largely on the availability and functionality of technological resources. The model suggests that academic stress related to specific problems in the student's environment (technological, time, distractions, etc.) has a detrimental effect on how students interact and collaborate in virtual teaching.