### Structural Equation Model  
The estimation of the structural model was performed using asymptotic free distribution estimation, due to the multivariate non-normality of the data. From Table 21, the following can be observed:  
* There is a negative and significant relationship between academic stress (F2) and teaching support (F5 pd), suggesting that higher levels of academic stress are associated with lower teaching support perceived by students. * Teaching support (F5 pd) positively influences the use of technological resources (F3 ea) dimension of students' academic stress, meaning that the higher the teaching support, the higher the levels of academic stress in the use of technological resources. * Teaching support (F5 pd) positively influences the interaction and participation dimension (F2 ea) of students' academic stress, meaning that the greater the teaching support, the higher the stress levels in the interaction and participation dimension. * Overload and time constraints (F1 ea) as a dimension of students' academic stress are positively related to teaching practice (F1); although the effect is small, it means that teaching practice in virtual environments increases academic stress in students in the dimension of overload and time constraints. * Interaction and participation (F2 ea) as a dimension of students' academic stress has a negative and significant relationship with student collaboration (F3 pd), which could indicate that higher levels of academic stress in the interaction and participation dimension do not promote collaboration among students. * Distractions in the study environment (F4 ea) as a dimension of students' academic stress are negatively associated with media (F2 pd), suggesting that more distractions decrease the positive perception of media. * The use of technological resources (F3 ea) as a dimension of students' academic stress is negatively associated with the teaching process (F4 pd), which could suggest that excessive use of technology could interfere with the perception of a good teaching process. \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 & 4.062 & 1–3 & 1–2 & Not acceptable \\ \hline RMR & 0.051 & \textless{}0.08 & \textless{}0.05 & Acceptable \\ \hline GFI & 0.962 & \textgreater{}0.90 & \textgreater{}0.95 & Ideal \\ \hline AGFI & 0.938 & \textgreater{}0.90 & \textgreater{}0.95 & Acceptable \\ \hline PGFI & 0.585 & \textgreater{}0.50 & \textgreater{}0.60 & Acceptable \\ \hline NFI & 0.879 & \textgreater{}0.90 & \textgreater{}0.95 & Not acceptable \\ \hline RFI & 0.826 & \textgreater{}0.90 & \textgreater{}0.95 & Not acceptable \\ \hline IFI & 0.906 & \textgreater{}0.90 & \textgreater{}0.95 & Acceptable \\ \hline TLI & 0.863 & \textgreater{}0.90 & \textgreater{}0.95 & Not acceptable \\ \hline CFI & 0.905 & \textgreater{}0.90 & \textgreater{}0.95 & Acceptable \\ \hline PRATIO & 0.695 & 0.50–1.00 & 0.80–1.00 & Acceptable \\ \hline PNFI & 0.611 & \textgreater{}0.50 & \textgreater{}0.60 & Ideal \\ \hline PCFI & 0.629 & \textgreater{}0.50 & \textgreater{}0.70 & Acceptable \\ \hline RMSEA & 0.040 & \textless{}0.08 & \textless{}0.05 & Ideal \\ \hline Hoelter (0.05) & 606 & \textgreater{}200 & - & Ideal \\ \hline Hoelter (0.01) & 671 & \textgreater{}200 & - & Ideal \\ \hline \hline \end{tabular}
\end{table} 
Table 20: Measures of fit of the academic stress measurement model. Overload and time constraints (F1 ea) as a dimension of students' academic stress are negatively related to teacher interaction (F1 pd), suggesting that more overload decreases teacher-student interaction. - Distractions in the study environment (F4 ea) as a dimension of students' academic stress have a negative relationship with teacher interaction (F1 pd), indicating that distractions also negatively affect student-teacher interaction.