Online Learning Self-Efficacy as a Mediator between the Instructional Interactions and Achievement Emotions of Rural Students in Elite Universities

Li Hong Zeng, Yungwei Hao*, Kai Hsin Tai

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)

Abstract

Previous research has shown that social capital (teachers’ and peers’ interaction) is a chal-lenge for rural students in China’s elite universities due to underlying issues of online learning self-efficacy (OLSE) and the quality of interaction. To understand how interaction quality is influenced, the present study drew on the achievement emotion theory to explore the mediating role of OLSE between social interactions (teacher–student, student–student) and achievement emotions (enjoy-ment, hopelessness, shame). Data were collected using an online questionnaire with a sample of rural students studying at elite universities (n = 479) in China. The results analyzed through Structural Equation Modeling confirmed the mediation model in which self-efficacy is a mediator in the relationships between social interactions and three types of achievement emotion as participants learned online during the coronavirus disease 2019 (COVID-19) lockdown.

Original languageEnglish
Article number7231
JournalSustainability (Switzerland)
Volume14
Issue number12
DOIs
Publication statusPublished - 2022 Jun 1

Keywords

  • COVID-19
  • achievement emotions
  • online learning
  • self-efficacy
  • social capital
  • social interactions

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Environmental Science (miscellaneous)
  • Geography, Planning and Development
  • Energy Engineering and Power Technology
  • Hardware and Architecture
  • Management, Monitoring, Policy and Law
  • Computer Networks and Communications
  • Renewable Energy, Sustainability and the Environment

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