Social support and online self-regulated learning during the COVID-19 pandemic

Yu, Hongying; Zhou, Ji-hong

doi:10.1080/02188791.2022.2122021

Cited by 15 publications

(2 citation statements)

References 55 publications

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“…According to this theory, the physical environment of online learning (such as a learning platform) is the environmental factor that affects the engagement of online learning. Research findings have provided empirical evidence that there are associations among environmental factors (social support), personal cognitive resources (online-learning self-efficacy), and behaviors (Yu & Zhou, 2022). Studies also proved the promotion effect of moderately stimulated positive emotions on creative self-efficacy through the lens of SCT (He & Wong, 2022).…”

Section: Introductionmentioning

confidence: 94%

effect of online English learners’ perceived teacher support on self-regulation mediated by their self-efficacy

Yan-ping

Liu

2023

PortaLin

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This study explored the relationships among online English learners’ perceived teacher support, self-efﬁcacy, and self-regulation in online learning based on social cognitive theory. Structural equation modeling (SEM) with bootstrapping estimation was conducted using data from 220 online English learners engaged in blended learning on the Chinese University MOOC platform. The results showed that online English learners’ perceived teacher support positively inﬂuenced their self-efﬁcacy and self-regulation. Moreover, self-efﬁcacy was found to mediate the relationship between their perceived teacher support and self-regulation. On the whole, the findings detailed the effect of English learners’ perceived teacher support on their self-efficacy and self-regulation, as well as empirically identifying the mediation effect of self-efficacy in the relationship between perceived teacher support and self-regulation in an online learning environment. Related pedagogical implications for teacher online teaching, students online learning, and the Chinese University MOOC platform, and limitations were discussed.

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Section: Introductionmentioning

confidence: 94%

effect of online English learners’ perceived teacher support on self-regulation mediated by their self-efficacy

Yan-ping

Liu

2023

PortaLin

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“…During the pandemic, social support has been critical in helping people cope with life difficulties as well as mental health issues ( Van Bavel et al, 2020 ). Previous research has also found that social support during the pandemic can play an important role in college students’ resolution of academic troubles and difficulties ( Yu and Zhou, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

Relationship between emotional intelligence and learning motivation among college students during the COVID-19 pandemic: A serial mediation model

Tang

2023

Front. Psychol.

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The vital influence of emotional intelligence on college students’ learning motivation has received considerable attention. This study analyzed not only the relationship between emotional intelligence and college students’ learning motivation during the COVID-19 pandemic, but also the serial mediating roles that self-efficacy and social support play in this relationship. Using a cross-sectional survey design, we collected data from 336 college students across 30 provinces in China, using four well-established scales measuring emotional intelligence, learning motivation, self-efficacy, and social support. We analyzed the mediating effects using the Bootstrap method. The results showed that emotional intelligence positively predicted learning motivation, and that self-efficacy and social support played serial mediating roles between emotional intelligence and learning motivation. This finding suggests the need for interventions to help college students develop emotional intelligence during the COVID-19 pandemic, and that fostering college students’ self-efficacy and providing multiple social supports would help improve their motivation and academic performance.

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Digital education: Mapping the landscape of virtual teaching in higher education – a bibliometric review

Makda

2024

Educ Inf Technol

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Virtual teaching gained momentum for its ability to drive education continuity in times of disruption. As a result, the implementation of virtual teaching has piqued the attention of the higher education sector to leverage the affordances of this mode of instructional delivery, even in times of non-disruption. This study aims to conduct a review of virtual teaching in the higher education sector to reveal the key research trends of previous publications and areas of focus for future research. A bibliometric analysis is used to identify the key topics, themes, authors, sources, articles, and existing collaborations. To achieve this, papers indexed in the Scopus database between 2012 and 2023 were examined and analysed using VOSviewer. The findings of the study are provided through a quantitative analysis that gives a high-level overview of virtual teaching in the higher education sector and highlights the key performance indicators for the creation of articles and their citation through tables, graphs, and visualisation maps. The research yielded a total of 5,663 publications, of which 2,635 published articles were included in the analysis. The findings reiterate virtual teaching as a move in the direction of sustainable education as its assists in democratising knowledge. The analysis highlights the multifaceted nature of the research topic on virtual teaching, revealing six distinct yet interconnected thematic clusters. This study provides a holistic picture of virtual teaching in the higher education sector by integrating the analysis results with pertinent reviews of literature and makes recommendations for future research.

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Social support and online self-regulated learning during the COVID-19 pandemic

Cited by 15 publications

References 55 publications

effect of online English learners’ perceived teacher support on self-regulation mediated by their self-efficacy

effect of online English learners’ perceived teacher support on self-regulation mediated by their self-efficacy

Relationship between emotional intelligence and learning motivation among college students during the COVID-19 pandemic: A serial mediation model

Digital education: Mapping the landscape of virtual teaching in higher education – a bibliometric review

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