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Impact of information literacy, self-directed learning skills, and academic emotions on high school students' online learning engagement: A structural equation modeling analysis.
- Source :
- Education & Information Technologies; Oct2023, Vol. 28 Issue 10, p13485-13504, 20p
- Publication Year :
- 2023
-
Abstract
- The adoption of online learning for adolescent students accelerated with the outbreak of the COVID-19 pandemic. However, few studies have investigated the mechanisms influencing adolescent students' online learning engagement systematically and comprehensively. This study applied the Presage-Process-Product (3P) model of learning to investigate the direct effects of presage factors (i.e., information literacy and self-directed learning skills) and process factors (i.e., academic emotions) on high school students' online learning engagement; and the mediating role of process factors. Data from 1993 high school students in China (49.3% males and 50.7% females) were analyzed using structural equation modeling. The result showed that students' information literacy, self-directed learning skills, and positive academic emotions positively predicted their online learning engagement. Moreover, the positive impact of self-directed learning skills on students' online learning engagement was significantly and largely enhanced through the mediation effects of positive academic emotions (β = 0.606, 95% CI = [0.544, 0.674]). Based on these results, to enhance adolescent students' online learning engagement, it is important for school administrators, teachers, and parents to improve students' information literacy, self-directed learning skills, and positive academic emotions. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 13602357
- Volume :
- 28
- Issue :
- 10
- Database :
- Complementary Index
- Journal :
- Education & Information Technologies
- Publication Type :
- Academic Journal
- Accession number :
- 172443049
- Full Text :
- https://doi.org/10.1007/s10639-023-11760-2