The Relationship between Online Learning Acceptance and Emotional Well-Being among Undergraduates

Abstract

Although online learning promotes many advantages, especially in adapting to the spread of the COVID-19 pandemic, minimal studies have examined the influence of online learning on undergraduates' emotional well-being. This study is crucial to prevent the adverse effects on emotional well-being such as depression, low self-esteem, and lack of self-efficacy, contributing to suicidal thoughts. In attempting to examine the factors that affect students' emotional well-being, this study utilized and extended Technology Acceptance Model (TAM) by adding emotional well-being as a new variable. This study aims to 1) investigate the predicting factors that contribute to online learning acceptance among undergraduates, and 2) examine the relationship between the actual use of online learning and emotional well-being among undergraduates. Online survey research and cross-sectional data were employed to test the conceptual framework and developed hypotheses. The respondents consisted of undergraduates from Universiti Teknologi MARA Pahang who underwent online learning. Structural equation modeling (SEM) was performed in this analysis to test the measurement model and to evaluate the hypotheses. The study found that all the predicting factors had a significant relationship with online learning acceptance except for perceived usefulness. Furthermore, the use of online learning has a significant relationship with emotional well-being whereby the students are able to adapt and feel convenient with the new learning method. The findings of this study are expected to assist educators or instructors in understanding the factors that contribute to online learning acceptance among undergraduate students and conducting their online learning in a way that may not be harmful to students’ emotional well-being.