Huang Changqin, Tu Yaxin, He Tao, Han Zhongmei, Wu Xuemei
Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua, Zhejiang China.
School of Information Technology in Education, South China Normal University, Guangzhou, Guangdong China.
Eur J Psychol Educ. 2023 Mar 20:1-28. doi: 10.1007/s10212-023-00693-6.
Students always suffer from burnout during online learning. Although social support and cognitive engagement are associated with learning burnout, limited information is available on whether and how these relationships change over time in an online learning setting. This study investigated the longitudinal relationships between social support, cognitive engagement, and learning burnout and the further relations associated with performance. Forum data and self-reported data from 116 online college students were analyzed at two different timepoints. We found received social support is not related to learning burnout but shows a positive relationship with cognitive engagement that increases over time. Perceived social support is always positively correlated with cognitive engagement and negatively associated with learning burnout. Cognitive engagement has a negative relation with learning burnout that increases over time. Moreover, the negative relationship between learning burnout and performance emerges in the middle of the term but not at the end, thus indicating a significant change over time. The findings have significant ramifications for both preventing and intervening in online learning burnout.
学生在在线学习期间总是会出现倦怠。虽然社会支持和认知参与与学习倦怠有关，但在在线学习环境中，关于这些关系是否以及如何随时间变化的信息有限。本研究调查了社会支持、认知参与和学习倦怠之间的纵向关系以及与学业成绩相关的进一步关系。在两个不同的时间点分析了116名在线大学生的论坛数据和自我报告数据。我们发现，获得的社会支持与学习倦怠无关，但与认知参与呈正相关，且这种关系会随着时间的推移而增强。感知到的社会支持始终与认知参与呈正相关，与学习倦怠呈负相关。认知参与与学习倦怠呈负相关，且这种关系会随着时间的推移而增强。此外，学习倦怠与学业成绩之间的负相关关系出现在学期中期，而不是期末，因此表明随着时间的推移有显著变化。这些发现对于预防和干预在线学习倦怠具有重要意义。
