The purpose of this research is to test the mediation effect of self-efficacy on college student's perception of teacher autonomy support and students' deep learning, and whether the peer support perceived by students can moderate the relationship between perceived teacher autonomy support and deep learning. A survey of 1,800 college students from a provincial undergraduate normal university in Guizhou Province in China was conducted through the revised Perceived Teacher Autonomy Support Scale, Deep Learning Scale, Self-Efficacy Scale, and Perceived Peer Support Scale (Mean age = 21 years old, SD = 1.34). Data use SPSS23.0, AMOS22.0 for descriptive analysis and correlation analysis, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), moderation effect, and mediation effect analysis. The research results show that after controlling for gender, major, and grade, self-efficacy partially moderates the connection between perceived teacher autonomy support and deep learning of college students. Moreover, perceived peer support mediates the relationship between perceived teacher autonomy support and students' self-efficacy.

In recent years, deep learning as the requirement of higher education for students has attracted the attention of many scholars, and previous studies focused on defining deep learning as the deep processing of knowledge of the brain, however, in the process of knowledge processing, the brain not only involves the deep processing of information but also participates in learning consciously and emotionally. Therefore, this research proposed a four-factor model hypothesis for deep learning that includes deep learning investment, deep cognitive-emotional experience, deep information processing, and deep learning meta-cognitive. In addition, the research proposed teachers’ emotional support perceived by students has an effect on the four factors of deep learning. Through SPSS 26 and AMOS 24, this research has verified the four-factor model of deep learning applying exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) and verified that the perceived teacher emotional support has an impact on the four factors of students’ deep learning using the SEM.

IntroductionIn 2020, COVID-19 forced higher education institutions in many countries to turn to online distance learning. The trend of using online education has accelerated across the world. However, this change in the teaching mode has led to the decline of students' online learning quality and resulted in students being unable to do deep learning. Therefore, the current research, aimed at promoting deep learning in the online environment, constructed a theoretical model with learning self-efficacy and positive academic emotions as mediators, deep learning as the dependent variable, perceived TPACK support, peer support, technical usefulness, and ease of use as independent variables.MethodsThe theoretical model was verified by SPSS26.0 and smartPLS3.0, and to assess the measurement and structural models, the PLS approach to structural equation modeling (SEM) was performed.ResultsThe study found that (a) positive academic emotions play a mediating role between perceived TPACK support and deep learning, perceived peer support and deep learning, and perceived technology usefulness and ease of use and deep learning; (b) learning self-efficacy plays a mediating role between perceived TPACK support and deep learning, perceived peer support and deep learning, and perceived technology usefulness and ease of use and deep learning.DiscussionThe findings of this study fill the gaps in the research on the theoretical models of deep learning in the online environment and provide a theoretical basis for online teaching, learning quality, and practical improvement strategies.

The conclusions of previous studies have not been consistent regarding the effects of the use of electroencephalogram (EEG) monitoring technology to improve the sustained attention and online learning achievement of students. Therefore, we performed a meta-analysis of the results of nine experimental studies. Results indicate that the combined effect of EEG monitoring during periods of sustained attention was moderately positive in improving students' online learning achievement (value of combined effect in the studies = .52). The greatest impact of EEG monitoring of sustained attention regarding students' online learning achievement was found for an openended design challenge of immersive virtual reality (reminder feedback). No significant difference was found according to education level.