Resilience and online learning emotional engagement among college students in the digital age: a perspective based on self-regulated learning theory.

Abstract

Background: Self-efficacy perception and strategy use are two key processes for achieving self-regulated learning. Based on the perspective of self-regulated learning theory, this study explores the mediating mechanism of self-regulated learning efficacy, and strategy use (self-control and emotion regulation strategies) between resilience and online learning emotional engagement.

Methods: The study was conducted on 2182 college students from China using questionnaires, and a structural equation model was established to test the mediating effects.

Results: The results showed that: firstly, resilience, self-regulated learning efficacy, self-control, cognitive reappraisal, and online learning emotional engagement were all significantly positively correlated with each other, while expressive suppression was significantly negatively correlated with resilience and self-control. Secondly, resilience can individually mediate online learning emotional engagement through self-regulated learning efficacy, self-control, and cognitive reappraisal. Additionally, it can indirectly predict emotional engagement in online learning by way of the chain mediating effect of self-regulated learning efficacy, self-control, and cognitive reappraisal, but the direct effect of resilience on online learning emotional engagement is not significant. Lastly, there are differences in the mediating effects between urban and rural areas.

Conclusion: The results of this study provide new intervention perspectives and procedural learning support suggestions for enhancing learners' emotional engagement and optimizing their online learning experience.