The impact of self-compassionate mindfulness on online learning behavioral engagement of international students during COVID-19: Positive emotion and self-improvement motivation as mediators

Chen, Junmei; Lin, Guanyang; Lyu, Yong

doi:10.3389/fpsyg.2022.969657

Cited by 6 publications

(4 citation statements)

References 39 publications

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“…Some studies had shown that reducing negative emotions can improve learning motivation (Huang et al, 2016), academic stress can predict motivation (Karaman & Watson, 2017). At the same time, a study on Chinese foreign students (Chen et al, 2022) showed that students with higher self-compassionate mindfulness levels and positive emotions have higher motivation for self-improvement.…”

Section: Discussionmentioning

confidence: 99%

The Influence of Academic Stress on College Students' Learning Motivation: The Mediating Role of Academic Environment Satisfaction and the Moderating Role of Learning Adaptability

Liu

Tang

Zhou

et al. 2023

Preprint

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The relationships between academic stress, learning motivation, academic environment satisfaction, and learning adaptability were examined in a group of undergraduate students in Jiangsu Province, China. The survey was completed by 1666 students, with 1607 students whose questionnaire was complete and valid. College students' learning motivation was positively correlated with their academic stress (r = 0.218, P < 0.01), academic environment satisfaction (r = 0.028, P < 0.01), and learning adaptability (r = 0.108, P < 0.01). Academic environment satisfaction mediated the relationship between academic stress and learning motivation. Learning adaptability moderated the first half of the path of "academic stress → academic environment satisfaction → learning motivation". In particular, academic stress was a stronger predictor of academic environment satisfaction in the low level of learning adaptability. Thus, in order to enhance learning motivation, we can achieve students' satisfaction by changing the academic environment. In addition, adjusting learning adaptability is also an important way to improve learning motivation through academic environment satisfaction.

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Section: Discussionmentioning

confidence: 99%

The Influence of Academic Stress on College Students' Learning Motivation: The Mediating Role of Academic Environment Satisfaction and the Moderating Role of Learning Adaptability

Liu

Tang

Zhou

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…Some studies had shown that reducing negative emotions can improve learning motivation (43), academic stress can predict motivation (20). At the same time, a study on Chinese foreign students (44) showed that students with higher self-compassionate mindfulness levels and positive emotions have higher motivation for self-improvement.…”

Section: Discussionmentioning

confidence: 99%

Influence of Academic Stress on College Students' Learning Motivation: Mediating Role of Environment Satisfaction and Moderating Role of Learning Adaptability

Liu

Tang

Zhou

et al. 2023

Preprint

View full text Add to dashboard Cite

Background With the university students' increasing academic stress, how to transform the academic stress into the learning motivation has gained more and more attention. The relationships between academic stress, learning motivation, academic environment satisfaction, and learning adaptability were examined in a group of undergraduate students in Jiangsu Province, China. Methods The survey was completed by 1666 students, with 1607 students whose questionnaire was complete and valid. Results College students' learning motivation was positively correlated with their academic stress (r = 0.218, P < 0.01), academic environment satisfaction (r = 0.028, P < 0.01), and learning adaptability (r = 0.108, P < 0.01). Conclusions Academic environment satisfaction mediated the relationship between academic stress and learning motivation. Learning adaptability moderated the first half of the path of "academic stress → academic environment satisfaction → learning motivation". In particular, academic stress was a stronger predictor of academic environment satisfaction in the low level of learning adaptability. Thus, in order to enhance learning motivation, we can achieve students' satisfaction by changing the academic environment. In addition, adjusting learning adaptability is also an important way to improve learning motivation through academic environment satisfaction.

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“…Under the background of COVID-19 pandemic, the learning modes of students were to be altered as they were forced to study online. And changes have taken place, for example, students have less time and depth of interaction with classmates and teachers, less peer comparison pressure and supervision of teachers, and less extrinsic motivation [37]. It is estimated that studies these years have been focusing more on how to provide efficiency assurance for online learning education, and foreign language enjoyment has been of great concerns in studies of emotions.…”

Section: Discussionmentioning

confidence: 99%

Bibliometric Analysis of Online Learning Emotions from 2006 to 2023

Zhang

Xiao²

2023

Int. J. Emerg. Technol. Learn.

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Despite a growing body of research on online learning emotions, few studies have been committed to systematic reviews of the scientific publications in this area using bibliometric methods. Assisted by CiteSpace software, the present study aims to dissect the scientific production of this subject from 2006 to 2023 based on the database of WOS, revealing development trends and hotspots. The following findings are obtained from the bibliometric analysis. Firstly, the number of articles published has increased exponentially from only one in 2006 to 209 in 2022, demonstrating upside potential. Secondly, the United States, China and England are the most contributing countries, while Kruk, Pawlak, Kim and Artino are the most prolific authors and Cao (2020), Loderer (2020), Pekrun (2017), Li (2018), Jiang (2019), Dewaele (2018) are recognized as the most-cited articles. Lastly, studies concerning the COVID-19 pandemic and foreign language enjoyment have taken the academic high ground in the area of online learning emotions in recent years, and the research focus has shifted from negative emotions to positive ones. The findings may have implications for educators and practitioners in online learning and teaching in the future.

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The impact of self-compassionate mindfulness on online learning behavioral engagement of international students during COVID-19: Positive emotion and self-improvement motivation as mediators

Cited by 6 publications

References 39 publications

The Influence of Academic Stress on College Students' Learning Motivation: The Mediating Role of Academic Environment Satisfaction and the Moderating Role of Learning Adaptability

The Influence of Academic Stress on College Students' Learning Motivation: The Mediating Role of Academic Environment Satisfaction and the Moderating Role of Learning Adaptability

Influence of Academic Stress on College Students' Learning Motivation: Mediating Role of Environment Satisfaction and Moderating Role of Learning Adaptability

Bibliometric Analysis of Online Learning Emotions from 2006 to 2023

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