When Digital Becomes Personal: Emotions Mediate Teachers’ Support and Primary Students’ Self-Regulation in English E-Learning

• In Event: AERA Poster Session Saturday 9:45 am
  In Poster Session: Learning Together: Collaboration, Teaching Strategies, and Identity in Classroom and Community Contexts

Abstract

Drawing on cross-sectional survey data from 504 primary students (Grades 4–6) in China, this study investigated how different types of teachers’ support and facilitating conditions predict students’ self-regulated learning (SRL) strategy use in English e-learning through class-related emotions – enjoyment, pride, anxiety, and boredom. Structural equation modeling (SEM) and bootstrapping analysis indicated that teachers’ support exerted a robust direct effect on SRL, while facilitating conditions demonstrated a weaker yet statistically significant contribution. Emotions functioned as significant mediators: enjoyment and pride positively mediated the associations, whereas anxiety and boredom negatively impacted students’ strategy use. Framed within a socio-culturally based paradigm that centers learning and instruction in primary English e-learning contexts, the proposed emotionally responsive mediation model of SRL offers pedagogical insights.

Authors

• Yu Su, The Chinese University of Hong Kong

• Barry Bai, Chinese University of Hong Kong

• Yuhong Jiao, The Chinese University of Hong Kong

• Jiatong Zhang, The Chinese University of Hong Kong

• Qingyao Dan, The Chinese University of Hong Kong