Using the method of meta-analysis, this study explored the relationship between teachers' self-efficacy and TPACK in the context of educational information technology integration and focused on the moderating variables that affect the relationship. Through literature search, 28 independent effect sizes with 7,777 subjects were obtained. Heterogeneity test illustrated that random effects model is appropriate. Funnel plot and Begg and Mazumdar's rank correlation test found there was no publication bias in this meta-analysis. After effect size test, it followed that teachers' information technology integration self-efficacy was significantly positively correlated with TPCK (r = 0.607, P < 0.001). The moderating effect test indicated that the relationship was moderated by the subjects' career stages, but not by gender, teaching stages, disciplines, and measurement tools.

The COVID-19 pandemic has an adverse effect on the physical health of societies and individuals. One important concern is the effect of social isolation on the mental health of undergraduates, such as academic anxiety, smartphone addiction and other social psychological problems. The purpose of this study was to investigate associations among undergraduates’ social isolation in this special context, social media use for obtaining information about the COVID-19 pandemic (i.e., communicative and non-communicative), academic anxiety, and smartphone addiction. A cross-sectional survey was conducted from May to June in 2022 and a total of 388 undergraduates were included. The results showed significant positive associations between social isolation and smartphone addiction and academic anxiety. Furthermore, academic anxiety played a mediating role in the effect of social isolation on smartphone addiction, which was moderated by non-communicative social media use. Some theoretical and practical implications as well as research limitations are discussed.

Online classrooms have become an important way to cope with the uncertainty of changing teaching and learning contexts in universities since the outbreak of the COVID-19 pandemic. However, this learning mode has caused new physical and mental health issues, such as online class-related anxiety. We investigated the association between online class-related anxiety and undergraduates’ academic achievement. The results showed that online class- related anxiety had a negative correlation with undergraduates’ academic achievement. Intrinsic school motivation mediated the relationship between online class-related anxiety and academic achievement, but extrinsic school motivation suppressed the negative link between these variables. Gender played a moderating role in the process of online class-related anxiety affecting academic achievement. This study expands the research perspective of achievement emotion theory, especially in the online learning environment. Emotional intervention strategies can be adjusted according to the gender of college students to promote the improvement of academic achievement.

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