Subjective socioeconomic status predicts e-learning engagement in college students: the mediating role of perceived social support and self-efficacy
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s10212-023-00725-1.pdf
Reference70 articles.
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2. Ahmed, U., Umrani, W. A., Qureshi, M. A., & Samad, A. (2018). Examining the links between teachers support, academic efficacy, academic resilience, and student engagement in Bahrain. International Journal of Advanced and Applied Sciences, 5(9), 39–46. https://doi.org/10.21833/ijaas.2018.09.008
3. Anselmi, L., Menezes, A. M., Hallal, P. C., Wehrmeister, F., Gonçalves, H., Barros, F. C., Murray, J., & Rohde, L. A. (2012). Socioeconomic changes and adolescent psychopathology in a Brazilian birth cohort study. Journal of Adolescent Health, 51(6), S5–S10. https://doi.org/10.1016/j.jadohealth.2012.06.026
4. Asghar, M. Z., Arif, S., Barbera, E., Seitamaa-Hakkarainen, P., & Kocayoruk, E. (2021). Support through social media and online class participation to enhance psychological resilience. International Journal of Environmental Research and Public Health, 18(22), 11962. https://doi.org/10.3390/ijerph182211962
5. Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359–373. https://doi.org/10.1521/jscp.1986.4.3.359
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