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

• 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
• ISSN: 0256-2928; 1878-5174
• DOI: 10.1007/s10212-023-00725-1

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.