Modelling the Relationship between English Language Learners’ Academic Hardiness and Their Online Learning Engagement during the COVID-19 Pandemic
29th International Conference on Computers in Education Conference, ICCE 2021
; 1:516-520, 2021.
Article
in English
| Scopus | ID: covidwho-1762448
ABSTRACT
This study presents a structural relationship model that integrates English language learners’ academic hardiness with their online learning engagement. Two questionnaires, Academic Hardiness (OH) and Online English Learning Engagement (OLLE), were developed and administered to 453 Chinese university students. The results indicated that AH is composed of four factors, namely commitment, control-effort, control-affect and challenge. Meanwhile, OLLE consists of four factors behavioral engagement, cognitive engagement, emotional engagement and social engagement. The path analysis revealed that academic hardiness played a positive role in the different aspects of their online learning engagement. Surprisingly none of the sub-dimensions of academic hardiness could predict emotional engagement. Related pedagogical implications are also discussed. © 2021 29th International Conference on Computers in Education Conference, ICCE 2021 - Proceedings. All rights reserved
Academic hardiness; COVID-19; EFL learner; online learning engagement; structural equation modelling (SEM); E-learning; Education computing; Modeling languages; Surveys; Emotional engagements; English languages; English Learning; Online learning; Structural equation modeling; Structural equation models; Regression analysis
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Collection:
Databases of international organizations
Database:
Scopus
Language:
English
Journal:
29th International Conference on Computers in Education Conference, ICCE 2021
Year:
2021
Document Type:
Article
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