Subjective socioeconomic status predicts e-learning engagement in college students: the mediating role of perceived social support and self-efficacy

In recent years, e-learning engagement has attracted much attention because the COVID-19 pandemic has forced schools to shift to online teaching without preparation. Therefore, based on the ecological system theory, this study investigates the relationship between subjective socioeconomic status and...

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Bibliographic Details
Published in:European journal of psychology of education 2024-06, Vol.39 (2), p.1119-1134
Main Authors: Wang, Xuebin, Wang, Yanjun, Ye, Yaxuan
Format: Article
Language:English
Subjects:
Academic Achievement
Child Development
College Students
Colleges & universities
COVID-19
Distance learning
Education
Educational Environment
Educational Psychology
Learner Engagement
Online instruction
Pedagogic Psychology
Perceptions
Self-efficacy
Social support
Socioeconomic factors
Student Participation
Teaching
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Summary:In recent years, e-learning engagement has attracted much attention because the COVID-19 pandemic has forced schools to shift to online teaching without preparation. Therefore, based on the ecological system theory, this study investigates the relationship between subjective socioeconomic status and e-learning engagement among college students and the mediating effects of perceived social support and self-efficacy. A total of 528 college students in China voluntarily participated in our study. The results showed that perceived social support and self-efficacy independently and jointly mediated the relationship between subjective socioeconomic status and e-learning engagement. The multiple mediation model showed that the high subjective socioeconomic status would increase students’ perceived social support, which could improve their sense of self-efficacy, and further help them put more energy into e-learning. These findings contribute to a better understanding of factors that influence student e-learning engagement.
ISSN:0256-2928
1878-5174
DOI:10.1007/s10212-023-00725-1