Abstract
Due to the current COVID-19 pandemic, colleges and universities have implemented network teaching. E-learning engagement is the most important concern of educators and parents because this will directly affect student academic performance. Hence, this study focuses on students’ perceived family support and their e-learning engagement and analyzes the effects of e-learning normative consciousness and behaviors and self-efficacy on the relationship between family support and e-learning engagement in college students. Prior to this study, the relationship between these variables was unknown. Four structural equation models revealed the multiple mediating roles of e-learning normative consciousness and behaviors and self-efficacy in the relationship between family support and e-learning engagement. A total of 1,317 college students (mean age=19.51; 52.2% freshman) voluntarily participated in our study. The results showed that e-learning normative consciousness and behaviors and self-efficacy played significant and mediating roles between students’ perceived family support and e-learning engagement. Specifically, these two individual variables fully mediated the relationship between students’ perceived family support and e-learning engagement. The multiple mediation model showed that family members can increase family support of their children by creating a household environment conducive to learning, displaying positive emotions, demonstrating the capability to assist their children, advocating the significance of learning normative consciousness and behaviors, and encouraging dedicated and efficient learning. The findings complement and extend the understanding of factors influencing student e-learning engagement.
Highlights
The theme of this paper belongs to the category of psychological oriented educational intervention, and its research history can be traced back to the early 20th century
The mediating effects of student e-learning normative consciousness and behaviors and self-efficacy may contribute to understanding the relationship between family support of e-learning and e-learning engagement in college students
When analyzing direct effects in this study, family support of e-learning positively predicted student e-learning engagement. This indicates that students who receive more interest and help from family members tend to have a high level of learning engagement
Summary
The theme of this paper belongs to the category of psychological oriented educational intervention, and its research history can be traced back to the early 20th century. Under the diverse theoretical orientations, educational interventions are to explore a variety of simple to very complex interventions, including a variety of measurements and methods, in order to solve the decidedly pragmatic problems in the learning process (Pressley et al, 2006). Psychological oriented educational interventions are invariably inspired by theories of development, motivation, cognition, or learning (Pressley et al, 2006). Many educational interventions measurements and methods are less popular. Many research-validated interventions are adopted by educators in priority (Buckley et al, 2010; Pickering et al, 2018)
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