Alam Fahad, Yang Qing, Bhutto Muhammad Yaseen, Akhtar Nadeem
School of Economics and Management, University of Science and Technology Beijing, Beijing, China.
Business School, Shandong Jianzhu University, Jinan, China.
Front Psychol. 2021 Aug 25;12:715700. doi: 10.3389/fpsyg.2021.715700. eCollection 2021.
The COVID-19 pandemic has forced the government to close the educational institutions globally, to contain the infection of the disease, which has affected the academic activities of local and international students significantly. This unexpected shift from offline classes to online learning has created psychological disruption among the students. At that backdrop, this study aims to investigate the influence of e-learning and emotional intelligence (EI) on the study stress, burnout, and performance of Pakistani students by applying emotion regulation theory. The data ( = 387) is based on international students, enrolled in 10 different universities in China. The results indicate that both e-learning and EI have significantly affected perceived study stress, burnout, and performance of students. These findings have provided evidence that online classes and EI can influence study stress, burnout, and performance of students. The study concludes that EI has significant impact on the psychological pressure of a student.
新冠疫情迫使全球各国政府关闭教育机构，以控制疾病传播，这对本地及国际学生的学术活动产生了重大影响。这种从线下课程到在线学习的意外转变给学生带来了心理困扰。在此背景下，本研究旨在运用情绪调节理论，探究电子学习和情商（EI）对巴基斯坦学生学习压力、倦怠及学业表现的影响。数据（n = 387）基于在中国10所不同大学就读的国际学生。结果表明，电子学习和情商均对学生的学习压力感、倦怠及学业表现产生了显著影响。这些发现证明，在线课程和情商能够影响学生的学习压力、倦怠及学业表现。研究得出结论，情商对学生的心理压力有重大影响。
