Online Learning and Social-Emotional Well-Being: Mechanism Similarities and Differences Between Primary and Secondary Students (Poster 28)

• In Event: AERA Poster Session Wednesday 2:30 p.m.
  In Poster Session: Online Teaching and Learning SIG Poster Session

Abstract

This study aims to explore the impact of individual learning versus socially interactive learning on students’ socio-emotional well-being and examine if such a correlation will be mediated by perceived satisfaction with online courses. The study involved 1,767 primary students and 5,151 secondary students from Hong Kong who completed an online survey. Findings revealed universal links between both forms of online learning and well-being across cohorts. Notably, perceived satisfaction with online courses played a significant mediating role. However, variations between primary and secondary students existed in the relation between perceived satisfaction and well-being, with primary students showing a stronger magnitude. These insights have implications for designing effective online learning activities, emphasizing a balanced allocation of individual and socially interactive activities.

Authors

• Qianru Liang, Jinan University

• Laure Lu Chen, University of Hong Kong

• Qianqian Pan, Nanyang Technological University

• Min Lan, Zhejiang Normal University

• Sisi Tao, Education University of Hong Kong

• Cheng Yong Tan, University of Hong Kong

• Nancy W.Y. Law, University of Hong Kong