Wang Xinghua, Zhang Ruixue, Wang Zhuo, Li Tiantian
Normal College, Qingdao University, Qingdao, China.
School of Mathematics and Statistics, Qingdao University, Qingdao, China.
Front Psychol. 2021 Apr 23;12:652594. doi: 10.3389/fpsyg.2021.652594. eCollection 2021.
This study conceptualized digital competence in line with self-determined theory (SDT) and investigated how it alongside help-seeking and learning agency collectively preserved university students' psychological well-being by assisting them to manage cognitive load and academic burnout, as well as increasing their engagement in online learning during the coronavirus disease 2019 (COVID-19) pandemic. Moreover, students' socioeconomic status and demographic variables were examined. Partial least square modeling and cluster analysis were performed on the survey data collected from 695 students. The findings show that mental load and mental effort were positively related to academic burnout, which was significantly negatively associated with student engagement in online learning. Digital competence did not directly affect academic burnout, but indirectly via its counteracting effect on cognitive load. However, help-seeking and agency were not found to be significantly negatively related to cognitive load. Among the three SDT constructs, digital competence demonstrated the greatest positive influence on student engagement. In addition, female students from humanities and social sciences disciplines and lower-income families seemed to demonstrate the weakest digital competence, lowest learning agency, and least help-seeking behaviors. Consequently, they were more vulnerable to high cognitive load and academic burnout, leading to the lowest learning engagement. This study contributes to the ongoing arguments related to the psychological impact of the COVID-19 pandemic and informs the development of efficient interventions that preserve university students' psychological well-being in online learning.
本研究依据自我决定理论（SDT）对数字能力进行了概念化，并调查了它与求助行为和学习能动性如何通过帮助大学生管理认知负荷和学业倦怠，以及在2019年冠状病毒病（COVID-19）大流行期间提高他们的在线学习参与度，共同维护大学生的心理健康。此外，还考察了学生的社会经济地位和人口统计学变量。对从695名学生收集的调查数据进行了偏最小二乘建模和聚类分析。研究结果表明，心理负荷和心理努力与学业倦怠呈正相关，而学业倦怠与学生的在线学习参与度呈显著负相关。数字能力并没有直接影响学业倦怠，而是通过其对认知负荷的抵消作用间接影响。然而，未发现求助行为和能动性与认知负荷呈显著负相关。在自我决定理论的三个构念中，数字能力对学生参与度的积极影响最大。此外，来自人文社会科学学科和低收入家庭的女学生似乎数字能力最弱、学习能动性最低且求助行为最少。因此，她们更容易受到高认知负荷和学业倦怠的影响，导致学习参与度最低。本研究为与COVID-19大流行的心理影响相关的持续争论做出了贡献，并为制定维护大学生在线学习心理健康的有效干预措施提供了参考。
