Alwerthan Tarik Abdulkrem
Department of Educational Leadership and Policies, College of Education, Taif University, Taif, Kingdom of Saudia Arabia.
PLoS One. 2025 Jan 24;20(1):e0315420. doi: 10.1371/journal.pone.0315420. eCollection 2025.
This study examined the relationship between institutional support and student engagement in e-learning, with time efficiency as a potential mediator among Saudi university students. This study employed a cross-sectional, questionnaire-based research design. A sample of 752 Saudi university students from different provinces in the Kingdom of Saudi Arabia completed an online questionnaire. The results of the measurement model showed good reliability and validity for all constructs. The results of the structural model and hypothesis testing showed that this study partially supported the hypotheses. Notably, there was a significant positive relationship between student support during e-learning and student engagement. In addition, student support was found to be a predictor of student's time efficiency (short-term planning, long-term planning, time attitude). Furthermore, the results revealed that long-term planning and time attitude, both components of time efficiency, act as mediators between support provided to students by a higher education (HE) institution during e-learning and their level of engagement. The findings shed light on the underlying mechanisms that explain students' e-learning engagement.
本研究考察了机构支持与沙特大学生在线学习中学习参与度之间的关系，并将时间效率作为潜在中介变量。本研究采用了基于问卷调查的横断面研究设计。来自沙特阿拉伯王国不同省份的752名沙特大学生样本完成了一份在线问卷。测量模型的结果显示所有构念具有良好的信效度。结构模型和假设检验的结果表明，本研究部分支持了假设。值得注意的是，在线学习期间的学生支持与学习参与度之间存在显著的正相关关系。此外，发现学生支持是学生时间效率（短期规划、长期规划、时间态度）的一个预测因素。此外，结果还显示，时间效率的两个组成部分，即长期规划和时间态度，在高等教育机构在在线学习期间为学生提供的支持与其参与度水平之间起中介作用。研究结果揭示了解释学生在线学习参与度的潜在机制。
