Abstract
The COVID-19 pandemic has forced the government to close the educational institutions globally, to contain the infection of the disease, which has affected the academic activities of local and international students significantly. This unexpected shift from offline classes to online learning has created psychological disruption among the students. At that backdrop, this study aims to investigate the influence of e-learning and emotional intelligence (EI) on the study stress, burnout, and performance of Pakistani students by applying emotion regulation theory. The data (N = 387) is based on international students, enrolled in 10 different universities in China. The results indicate that both e-learning and EI have significantly affected perceived study stress, burnout, and performance of students. These findings have provided evidence that online classes and EI can influence study stress, burnout, and performance of students. The study concludes that EI has significant impact on the psychological pressure of a student.
Highlights
Psychological pressure is the foremost impediment to academic success
The present study confirmed the influence of elearning on academic performance, study stress, and burnout moderated by emotional intelligence (EI)
The results have identified two critical factors helping to understand the psychological intentions of Pakistani students during this COVID-19 pandemic: (a) the findings of this research add to the literature by signifying that e-learning and EI are critically important for the academic outcomes of a student
Summary
Psychological pressure is the foremost impediment to academic success. Psychological stress can impact the inspiration, concentration, awareness, and social interactions of students, which are considered critical factors for students to attain academic success (Unger, 1998). Emotions are considered an important trait of the psychology of a student. Students are expected to show patients and positive intentions toward the study. Positive emotions have enhanced the psychological behaviors of students that lead to better outcomes (Corradino and Fogarty, 2016). A few studies have reported the psychological impact of the COVID-19 epidemic on the general community, medical staff, patients, children, and adults (Chen et al, 2020; Yang et al, 2020). No comprehensive study on the psychological wellbeing of Pakistani students, facing the COVID-19 crises, has been conducted to date. It is critical to explore what aspects can ease the high psychological pressure rate among students? much research has investigated the emotional influences on study devotion, learning
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