Continued self-regulation is recognized as a critical factor for students’ successful learning in an online learning environment. In the context of college students’ online self-regulated learning (SRL), a research approach based on self-determination theory (SDT) is developed to explain the relations of students’ basic psychological needs to their intrinsic and extrinsic motivation, as well as their continued intention to engage in online SRL. The results show that the three basic needs are associated with intrinsic motivation, while only two needs, namely perceived relatedness and competence, are related to extrinsic motivation. In addition, continued intention to engage in online SRL is related to intrinsic and extrinsic motivation. Our study provides empirical evidence for the appropriateness of the application of SDT in online SRL.

The occurrence of major health events can have a significant impact on public mood and mental health. In this study, we selected Shanghai during the 2019 novel coronavirus pandemic as a case study and Weibo texts as the data source. The ERNIE pre-training model was used to classify the text data into five emotional categories: gratitude, confidence, sadness, anger, and no emotion. The changes in public sentiment and potential influencing factors were analyzed with the emotional sequence diagram method. We also examined the causal relationship between the epidemic and public sentiment, as well as positive and negative emotions. The study found: (1) public sentiment during the epidemic was primarily affected by public behavior, government behavior, and the severity of the epidemic. (2) From the perspective of time series changes, the changes in public emotions during the epidemic were divided into emotional fermentation, emotional climax, and emotional chaos periods. (3) There was a clear causal relationship between the epidemic and the changes in public emotions, and the impact on negative emotions was greater than that of positive emotions. Additionally, positive emotions had a certain inhibitory effect on negative emotions.

Against the background of “the emotional turn” in geography, the study of emotional identification is attracting increasing attention among researchers. Edible landscape resources can satisfy the emotional needs of teachers and students by enabling them to experience pastoral landscapes that carry cultural and landscape values to campus environments. Based on a questionnaire survey of 419 students and teachers at Chenggong University Town in China, this study improved the structural equation modeling (SEM) method to construct a model to analyze the emotional identification mechanism of the campus edible landscape. The research found that emotional identification played an intermediary role between perception and behavioral intention, manifested as an association mechanism in which surface values influence perception, perception influences emotional identification, and emotional identification influences behavioral intention. The emotional identification model revealed the relationship between teachers and students’ emotional identification and the value of campus edible landscape resources for the first time. It also uncovered the universality of the association mechanism in the research of emotional geography.