Understanding college students’ test anxiety in asynchronous online courses: the mediating role of emotional engagement
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Published:2024-08-16
Issue:1
Volume:21
Page:
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ISSN:2365-9440
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Container-title:International Journal of Educational Technology in Higher Education
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language:en
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Short-container-title:Int J Educ Technol High Educ
Author:
Lu Kaili, Zhu Jianrong, Pang Feng, Liu ZhiORCID
Abstract
AbstractWhile test anxiety is a problem in asynchronous online courses, few studies have systematically investigated learning factors influencing test anxiety in asynchronous online courses. Additionally, emotional engagement has been identified as a mediator between learning factors and test anxiety. Therefore, this study clarified the mediating role of emotional engagement between learning factors (i.e., self-efficacy, instructor-learner interaction, learner-learner interaction, perceived ease-of-use, and perceived usefulness) and test anxiety in college-level asynchronous online courses. Overall, 316 college students participated in this study. Structural equation modeling analysis examined the relationships between learning factors and test anxiety. Self-efficacy, instructor-learner interaction, and perceived ease of use had direct and significant negative influences on test anxiety. Self-efficacy, instructor-learner interaction, learner-learner interaction and perceived usefulness had indirect negative effects on test anxiety mediated by emotional engagement. The current findings indicated that instructors should consider self-efficacy, instructor-learner interaction, learner-learner interaction, perceived ease of use, and perceived usefulness when designing and conducting asynchronous online courses to reduce college students’ test anxiety.
Funder
the Major Project of Philosophy and Social Science Research in Colleges and Universities of Jiangsu Province the Talent Introduction Scientific Research Start-up Fund of Nanjing University of Posts and Telecommunications the National Key R&D Program of China the National Natural Science Foundation of China the Education Science Planning Project of Jiangsu Province Central China Normal University
Publisher
Springer Science and Business Media LLC
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