The impact of perceived social support on e-learning engagement among college students: serial mediation of growth mindset and subjective well-being

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

European Journal of Psychology of Education Pub Date : 2024-05-31 DOI:10.1007/s10212-024-00853-2

Xuebin Wang, Yanjun Wang

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Abstract

Online learning has grown in popularity over the last few years. Understanding what factors and how they contribute to students’ e-learning engagement is crucial for the success of online education. Based on the ecological system theory, this study aims to examine the association between perceived social support and e-learning engagement among Chinese college students and explore whether growth mindset and subjective well-being mediated this association. A survey was conducted among 605 college students in China. The results showed that perceived social support is positively and significantly associated with e-learning engagement and that growth mindset and subjective well-being play independent and joint mediating roles in the link between the two constructs. Our findings highlight the importance of the interaction between perceived social support, growth mindset, and subjective well-being in e-learning engagement among college students. This study contributes to the theoretical and practical understanding of the e-learning ecosystem in college students.

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感知到的社会支持对大学生网络学习参与度的影响：成长心态和主观幸福感的序列中介作用

在线学习在过去几年中越来越受欢迎。了解哪些因素以及这些因素如何影响学生的网络学习参与度对于网络教育的成功至关重要。基于生态系统理论，本研究旨在考察中国大学生感知到的社会支持与网络学习参与度之间的关联，并探讨成长心态和主观幸福感是否对这种关联起中介作用。本研究对 605 名中国大学生进行了调查。结果显示，感知到的社会支持与网络学习参与度呈显著正相关，而成长心态和主观幸福感在这两个建构之间起着独立和共同的中介作用。我们的研究结果凸显了感知社会支持、成长心态和主观幸福感之间的相互作用在大学生网络学习参与中的重要性。本研究有助于大学生对网络学习生态系统的理论和实践理解。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.