Impact of information literacy, self-directed learning skills, and academic emotions on high school students’ online learning engagement: A structural equation modeling analysis
Author:
Funder
National Natural Science Foundation of China
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
https://link.springer.com/content/pdf/10.1007/s10639-023-11760-2.pdf
Reference84 articles.
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3. Archambault, I., & Dupéré, V. (2017). Joint trajectories of behavioral, affective, and cognitive engagement in elementary school. The Journal of Educational Research, 110(2), 188–198. https://doi.org/10.1080/00220671.2015.1060931
4. Avcı, Ü, & Ergün, E. (2022). Online students’ LMS activities and their effect on engagement, information literacy and academic performance. Interactive Learning Environments, 30(1), 71–84. https://doi.org/10.1080/10494820.2019.1636088
5. Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16(1), 74–94. https://doi.org/10.1007/BF02723327
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