School of Public Policy and Administration, Chongqing University, 174 Shazheng St, Chongqing 440044, China.
School of Public Policy and Administration, Chongqing University, 174 Shazheng St, Chongqing 440044, China.
J Affect Disord. 2022 Jul 15;309:115-122. doi: 10.1016/j.jad.2022.04.121. Epub 2022 Apr 23.
The COVID-19 pandemic has exposed the need to address the mental health issues for the future adoption of e-learning among massive students in higher education. This study takes a lead to investigate whether and how general anxiety will influence college students' e-learning intention to provide knowledge to better improve the e-learning technology.
We adopted the Technology acceptance model (TAM) to examine the difference between students with and without general anxiety in the e-learning intention where the students are classified based on the General Anxiety Disorder-2 scale. The model is empirically analyzed based on a survey of 512 college students in China regarding their e-learning experience in the first wave of the COVID-19 pandemic.
Results demonstrate that the TAM is powerful in explaining the e-learning intention among college students with general anxiety. Besides, all effects associated with perceived usefulness (PU) are reinforced while those associated with perceived ease of use (PEOU) are attenuated in the anxiety group. The results suggest that instructors and higher education institutions should take advantage of the significant PU-intention relationship by providing quality e-learning, which is paramount to coping with the general anxiety among students.
This study provides a prototype attempt to investigate the influence of anxiety on e-learning where the different types of anxiety sources are synthesized. However, anxiety can stem from internal sources (computer anxiety, academic stress) and external sources (fear of the virus, lack of social interaction), which requires further investigations.
新冠疫情暴露了在高等教育中为大量学生采用电子学习而解决心理健康问题的必要性。本研究率先调查一般焦虑是否以及如何影响大学生的电子学习意愿，以提供知识，从而更好地改进电子学习技术。
我们采用技术接受模型（TAM）来检验具有和不具有一般焦虑的学生在电子学习意愿方面的差异，这些学生是根据一般焦虑障碍-2 量表进行分类的。该模型基于中国 512 名大学生在新冠疫情第一波期间的电子学习经验进行了实证分析。
结果表明，TAM 能够有力地解释具有一般焦虑的大学生的电子学习意愿。此外，在焦虑组中，与感知易用性（PEOU）相关的所有影响都减弱，而与感知有用性（PU）相关的所有影响都增强。研究结果表明，教师和高等教育机构应利用感知有用性-意愿的显著关系，提供优质的电子学习，这对于应对学生的普遍焦虑至关重要。
本研究提供了一个原型尝试，调查了焦虑对电子学习的影响，其中综合了不同类型的焦虑来源。然而，焦虑可能源于内部来源（计算机焦虑、学业压力）和外部来源（对病毒的恐惧、缺乏社交互动），这需要进一步研究。
