Perceived School Support and Online Learning Outcomes among Chinese College Students: The Serial Mediating Role of Academic Self-Efficacy and Online Learning Engagement

Academic Journals. e-mail: [email protected]; e-mail: [email protected]; Web site: http://academicjournals.org/journal/ERR

Y

12

Electronic Learning; Foreign Countries; College Students; Self Efficacy; Technology Uses in Education; Learner Engagement; Outcomes of Education; Distance Education

1990-3839

The purpose of this study is to investigate the factors that influence the online learning outcomes of Chinese college students. The study was guided by Bandura's social cognitive theory. This study collected 959 valid questionnaires from college students in Hainan Province of China and used 4 scales to evaluate perceived school support, ASE online learning engagement, and online learning outcomes. The results of the study found that college students' perceived school support had a significant positive effect on online learning outcomes; ASE partially mediated the relationship between college students' perceived school support and online learning outcomes; online learning engagement partially mediated the relationship between college students' perceived school support and online learning outcomes; there was a serial mediation between college students' perceived school support and online learning outcomes with the mediators of ASE and online learning engagement. The findings suggest theoretical and practical implications. Suggestions are also made for colleges and universities on how to improve online learning outcomes for college students and ideas for future research.

As Provided

2024

EJ1407040