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

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

摘要

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.

原文英語
文章編號7231
期刊Sustainability (Switzerland)
14
發行號12
DOIs
出版狀態已發佈 - 2022 6月 1

ASJC Scopus subject areas

  • 電腦科學(雜項)
  • 地理、規劃與發展
  • 可再生能源、永續發展與環境
  • 建築與營造
  • 環境科學(雜項)
  • 能源工程與電力技術
  • 硬體和架構
  • 電腦網路與通信
  • 管理、監督、政策法律

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