Abstract
The COVID-19 pandemic has had a significant impact on education worldwide. The disease first hit China and numerous Chinese cities then started to conduct online courses. Therefore, this study aims to explore the effect of the Shanghai students’ emotional intelligence, learning motivation, and self-efficacy on their academic achievement when they participated in online English classes during the latter phase of the pandemic in China. Furthermore, the research also examines whether the students’ emotional intelligence can influence their academic achievement through the mediation effect of their learning motivation and self-efficacy. Social Cognitive Theory (SCT) and the social cognitive Expectancy-Value Model were employed to build the research framework, and the method of structural equation modeling (SEM) was utilized to conduct the model verification. Ten universities in Shanghai, China were selected for sampling. In total, 450 students were surveyed of which 404 questionnaires were valid. The results show that the students’ emotional intelligence did not directly affect their academic achievement. Nevertheless, the students’ emotional intelligence had a positive effect on their learning motivation and self-efficacy. In addition, mediation analysis showed that the relation between emotional intelligence and academic achievement was sequentially mediated by learning motivation and self-efficacy.
Highlights
The COVID-19 pandemic has had a significant impact on education
A body of recent studies have shown that emotional intelligence (EI) (Berenson et al, 2008), learning motivation (Nonis and Fenner, 2012), and self-efficacy (CussóCalabuig et al, 2018; Yokoyama, 2019) have an effect on academic achievement
The results indicated that the correlation between the EI of the university students in Shanghai and their academic achievement did not reach a significant effect in terms of statistics, which is different from this study’s hypothesis
Summary
The COVID-19 pandemic has had a significant impact on education. There have been several schools closed in 180 countries or regions since the end of April 2020 and 85% of students could not go to school (World Bank, 2020a,b). The COVID-19 pandemic has been a typically adaptive and revolutionary challenge for educators, who needed to take countermeasures rapidly. Numerous schools worldwide have managed to continue to teach online with their resources during the pandemic (Reimers et al, 2020). There are several factors influencing students’ online academic achievement. A body of recent studies have shown that emotional intelligence (EI) (Berenson et al, 2008), learning motivation (Nonis and Fenner, 2012), and self-efficacy (CussóCalabuig et al, 2018; Yokoyama, 2019) have an effect on academic achievement
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