Communication Apprehension and Psychological Well-Being of Students in Online Learning
Abstract
:1. Introduction
- The interrelationship between communication apprehension and perceived learning of students.
- The interrelationship between perceived learning and the psychological well-being of students.
- To examine whether perceived learning mediates the relationship between communication apprehension and the psychological well-being of students.
- Based on the TAM, to examine whether students’ intention to use social media moderates the interrelationship between communication apprehension and perceived learning.
- Based on the transactional theory of stress and coping, to examine whether psychological stress moderates the interrelationship between perceived learning and the psychological well-being of students.
2. Background and Literature Review
2.1. Setting the Context—Virtual Learning during the COVID-19 Pandemic
2.2. Communication Apprehension and Perceived Learning
2.3. Perceived Learning and Psychological Well-Being
2.4. Mediating Effects of Perceived Learning on Communication Apprehension and Psychological Well-Being
2.5. Moderating Effects of the Intention to Use Social Media on Communication Apprehension and Perceived Learning
2.6. Moderating Effects of Psychological Stress on Perceived Learning and Students’ Psychological Well-Being
3. Methodology and Data Collection
3.1. Data Collection Procedure
3.2. Variables and Measures
3.2.1. Perceived Learning
3.2.2. Communication Apprehension
3.2.3. Psychological Well-Being
3.2.4. Intention to Use Social Media
3.2.5. Psychological Stress
3.2.6. Control Variables
4. Results and Data Analysis
4.1. Descriptive Statistics
4.2. Measurement Model
4.3. Structural Model
4.4. Hierarchical Multiple Regression Analysis
5. Discussion
5.1. Implications of the Current Study
5.2. Limitations and Future Research
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
- Arslan, Ü.; Asıcı, E. The mediating role of solution focused thinking in relation between mindfulness and psychological well-being in university students. Curr. Psychol. 2021. [Google Scholar] [CrossRef]
- Duffy, M.E.; Twenge, J.M.; Joiner, T.E. Trends in mood and anxiety symptoms and suicide-related outcomes among US undergraduates, 2007–2018: Evidence from two national surveys. J. Adolesc. Health 2019, 65, 590–598. [Google Scholar] [CrossRef]
- Dodd, R.H.; Dadaczynski, K.; Okan, O.; McCaffery, K.J.; Pickles, K. Psychological wellbeing and academic experience of University students in Australia during COVID-19. Int. J. Environ. Res. Public Health 2021, 18, 866. [Google Scholar] [CrossRef] [PubMed]
- Defeyter, M.A.; Stretesky, P.B.; Long, M.A.; Furey, S.; Reynolds, C.; Porteous, D.; Dodd, A.; Mann, E.; Kemp, A.; Fox, J.; et al. Mental well-being in UK higher education during COVID-19: Do students trust universities and the government? Front. Public Health 2021, 9, 436. [Google Scholar] [CrossRef]
- Blake, H.; Knight, H.; Jia, R.; Corner, J.; Morling, J.R.; Denning, C.; Ball, J.K.; Bolton, K.; Figueredo, G.; Morris, D.E.; et al. Students’ views towards Sars-Cov-2 mass asymptomatic testing, social distancing and self-isolation in a university setting during the COVID-19 pandemic: A qualitative study. Int. J. Environ. Res. Public Health 2021, 18, 4182. [Google Scholar] [CrossRef] [PubMed]
- Punia, N.; Malaviya, R. Psychological well-being of first year college students. Indian J. Educ. Stud. Interdiscip. J. 2015, 2, 60–68. [Google Scholar]
- Chiu, T.K.; Lin, T.J.; Lonka, K. Motivating Online learning: The challenges of COVID-19 and beyond. Asia Pac. Educ. Res. 2021, 30, 187–190, Advance online publication. [Google Scholar] [CrossRef]
- Wong, A.; Ho, S.; Olusanya, O.; Antonini, M.V.; Lyness, D. The use of social media and online communications in times of pandemic COVID-19. J. Intensive Care Soc. 2021, 22, 255–260. [Google Scholar] [CrossRef]
- Lim, C.P.; Zhao, Y.; Tondeur, J.; Chai, C.S.; Tsai, C.C. Bridging the gap: Technology trends and use of technology in schools. J. Educ. Technol. Soc. 2013, 16, 59–68. [Google Scholar]
- Agrawal, S.R.; Mittal, D. Constructive usage of WhatsApp in education sector for strengthening relations. Int. J. Educ. Manag. 2019, 33, 954–964. [Google Scholar] [CrossRef]
- Messman, S.; Jones-Corley, J. Effects of communication environment, immediacy, and communication apprehension on cognitive and affective learning. Commun. Monogr. 2001, 68, 184–200. [Google Scholar] [CrossRef]
- Chen, M.H.; Agrawal, S. Do communication barriers in student teams impede creative behavior in the long run? A time-lagged perspective. Think. Ski. Creat. 2017, 26, 154–167. [Google Scholar] [CrossRef]
- Hsu, J.L.; Goldsmith, G.R. Instructor strategies to alleviate stress and anxiety among college and University STEM Students. CBE—Life Sci. Educ. 2021, 20, es1. [Google Scholar] [CrossRef]
- Rutter, M.; Maughan, B. School effectiveness findings 1979–2002. J. Sch. Psychol. 2002, 40, 451–475. [Google Scholar]
- Baik, C.; Larcombe, W.; Brooker, A. How universities can enhance student mental wellbeing: The student perspective. High. Educ. Res. Dev. 2019, 38, 674–687. [Google Scholar] [CrossRef]
- Davis, F.D. Perceived usefulness: Perceived ease of use and user acceptance of information technology. Manag. Inf. Syst. Quar. 1989, 13, 983–1003. [Google Scholar] [CrossRef] [Green Version]
- Lazarus, R.S. Psychological Stress and the Coping Process; McGraw-Hill: New York, NY, USA, 1996. [Google Scholar]
- Stafford Global. What’s the Difference between Online Learning and Distance Learning? 2020. Available online: https://www.staffordglobal.org/articles-and-blogs/whats-the-difference-between-online-and-distance-learning/ (accessed on 20 September 2021).
- Racheva, V. What Is Synchronous and Asynchronous Virtual Learning? 2017. Available online: https://www.vedamo.com/knowledge/synchronous-asynchronous-virtual-learning/ (accessed on 21 September 2021).
- Jost, N.S.; Jossen, S.L.; Rothen, N.; Martarelli, C.S. The advantage of distributed practice in a blended learning setting. Educ. Inf. Technol. 2021, 26, 3097–3113. [Google Scholar] [CrossRef]
- Johnson, R. Students Stressed out Due to Coronavirus, New Survey Finds. Best Colleges. 2020. Available online: https://www.bestcolleges.com/blog/coronavirus-survey (accessed on 10 August 2021).
- Hoover, E. Distanced Learning. Chronicle of Higher Education. 2020. Available online: https://www.chronicle.com/article/distanced-learning (accessed on 12 July 2021).
- Klussman, K.; Nichols, A.L.; Langer, J.; Curtin, N. Connection and disconnection as predictors of mental health and wellbeing. Int. J. Wellbeing 2020, 10, 89–100. [Google Scholar] [CrossRef]
- Almahasees, Z.; Mohsen, K.; Omer, M. Faculty’s and students’ perceptions of online learning during COVID-19. Front. Educ. 2021, 6, 638470. [Google Scholar]
- Bernard, R.M.; Abrami, P.C.; Lou, Y.; Borokhovski, E.; Wade, A.; Wozney, L.; Wallet, P.A.; Fiset, M.; Huang, B. How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Rev. Educ. Res. 2004, 74, 379–439. [Google Scholar] [CrossRef] [Green Version]
- Russell, T.L. No Significant Difference Phenomenon; North Carolina State University: Raleigh, NC, USA, 1999. [Google Scholar]
- Tallent-Runnels, M.K.; Thomas, J.A.; Lan, W.Y.; Cooper, S.; Ahern, T.C.; Shaw, S.M.; Liu, X. Teaching courses online: A review of the research. Rev. Educ. Res. 2006, 76, 93–135. [Google Scholar] [CrossRef] [Green Version]
- Bloom, B.S. Taxonomy of Educational Objectives. Handbook 1: Cognitive Domain; David McKay: New York, NY, USA, 1956. [Google Scholar]
- Kearney, P. Affective learning scale. In Communication Research Measures: A Sourcebook; Palmgreen, R.B.R.P., Sypher, H.E., Eds.; The Guilford Press: New York, NY, USA, 1994; pp. 81–85, 238–241. [Google Scholar]
- Anderson, L.; Krathwohl, D.R. A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives; Longman: New York, NY, USA, 2001. [Google Scholar]
- Bargeron, D.; Grudin, J.; Gupta, A.; Sanocki, E.; Li, F.; LeeTiernan, S. Asynchronous collaboration around multimedia applied to on-demand education. J. Manag. Inf. Syst. 2002, 18, 117–145. [Google Scholar] [CrossRef] [Green Version]
- Punyanunt-Carter, N.M.; Cruz, J.D.L.; Wrench, J.S. Analyzing college students’ social media communication apprehension. Cyberpsychol. Behav. Soc. Netw. 2018, 21, 511–515. [Google Scholar] [CrossRef]
- Loureiro, M.; Loureiro, N.; Silva, R. Differences of gender in oral and written communication apprehension of university students. Educ. Sci. 2020, 10, 379. [Google Scholar] [CrossRef]
- Gaytan, J.; Kelly, S.; Brown, W.S. Writing apprehension in the online classroom: The limits of instructor behaviors. Bus. Prof. Commun. Q. 2021. [Google Scholar] [CrossRef]
- Ashman, M.; Cruthers, A. 1.4: Communication competence. Adv. Prof. Commun. 2021. [Google Scholar]
- Sealy, M.K. Communication in the Time of COVID-19: An examination of imagined interactions and communication apprehension during the COVID-19 Pandemic. Imagin. Cogn. Personal. 2021, 41, 158–186. [Google Scholar] [CrossRef]
- McCroskey, J.C.; Beatty, M.J. Oral communication apprehension. In Shyness; Springer: Boston, MA, USA, 1986; pp. 279–293. [Google Scholar]
- McCroskey, J.C.; Richmond, V.P. Communication apprehension and shyness: Conceptual and operational distinctions. Commun. Stud. 1982, 33, 458–468. [Google Scholar] [CrossRef]
- Vu, N.C.; Hooker, J.F.; Simonds, C.J. Cooperative, competitive, or individualistic? Exploring the role of social interdependence in the classroom. Commun. Educ. 2021, 70, 247–265. [Google Scholar] [CrossRef]
- Comadena, M.E.; Prusank, D.T. Communication apprehension and academic achievement among elementary and middle school students. Commun. Educ. 1988, 37, 270–277. [Google Scholar] [CrossRef]
- Bourhis, J.; Allen, M. Meta-analysis of the relationship between communication apprehension and cognitive performance. Commun. Educ. 1992, 41, 68–76. [Google Scholar] [CrossRef]
- Agustin, M.P.; Haryanti, Y. Communication Apprehension of Students during Presentation. Doctoral Dissertation, Universitas Muhammadiyah Surakarta, Jawa Tengah, Indonesia, 2020. [Google Scholar]
- Chesebro, J.W.; McCroskey, J.C.; Atwater, D.F.; Bahrenfuss, R.M.; Cawelti, G.; Gaudino, J.L.; Hodges, H. Communication apprehension and self-perceived communication competence of at-risk students. Commun. Educ. 1992, 41, 345–360. [Google Scholar] [CrossRef]
- O’Mara, J.; Allen, J.L.; Long, K.M.; Judd, B. Communication apprehension, nonverbal immediacy, and negative expectations for learning. Commun. Res. Rep. 1996, 13, 109–128. [Google Scholar] [CrossRef]
- Fuller, R.M.; Vician, C.; Brown, S.A. E-learning and individual characteristics: The role of computer anxiety and communication apprehension. J. Comput. Inf. Syst. 2006, 46, 103–115. [Google Scholar] [CrossRef]
- Diener, E.; Wirtz, D.; Biswas-Diener, R.; Tov, W.; Kim-Prieto, C.; Choi, D.W.; Oishi, S. New measures of well-being. In Assessing Well-Being; Springer: Dordrecht, The Netherlands, 2009; pp. 247–266. [Google Scholar]
- Aldridge-Gerry, A.A.; Roesch, S.C.; Villodas, F.; McCabe, C.; Leung, Q.K.; Da Costa, M. Daily stress and alcohol consumption: Modeling between-person and within-person ethnic variation in coping behavior. J. Stud. Alcohol Drugs 2011, 72, 125–134. [Google Scholar] [CrossRef] [Green Version]
- Davis, S.K.; Hadwin, A.F. Exploring differences in psychological well-being and self-regulated learning in university student success. Frontline Learn. Res. 2021, 9, 30–43. [Google Scholar] [CrossRef]
- Center for Collegiate Mental Health. 2017 Annual Report (Publication No. STA 18-166). 2017. Available online: https://eric.ed.gov/?q=source%3A%22Center+for+Collegiate+Mental+Health%22&id=ED586224 (accessed on 22 September 2021).
- Eisenberg, D.; Hunt, J.; Speer, N. Mental health in American colleges and universities: Variation across student subgroups and across campuses. J. Nerv. Ment. Dis. 2013, 201, 60–67. [Google Scholar] [CrossRef]
- Spada, M.M.; Nikcevic, A.V.; Moneta, G.B.; Ireson, J. Metacognition as a mediator of the effect of test anxiety on a surface approach to studying. Educ. Psychol. 2006, 26, 615–624. [Google Scholar] [CrossRef]
- Clarke, A.; Friede, T.; Putz, R.; Ashdown, J.; Martin, S.; Blake, A.; Adi, Y.; Parkinson, J.; Flynn, P.; Platt, S.; et al. Warwick-Edinburgh Mental Well-being Scale (WEMWBS): Validated for teenage school students in England and Scotland. A mixed methods assessment. BMC Public Health 2011, 11, 487. [Google Scholar] [CrossRef] [Green Version]
- Ryan, R.M.; Deci, E.L. On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annu. Rev. Psychol. 2001, 52, 141–166. [Google Scholar] [CrossRef]
- Fan, J.; Zhang, L.F. The role of learning environments in thinking styles. Educ. Psychol. 2014, 34, 252–268. [Google Scholar] [CrossRef]
- Johnson, V.E. An alternative to traditional GPA for evaluating student performance. Stat. Sci. 1997, 12, 251–278. [Google Scholar] [CrossRef]
- McCroskey, J.C.; Beatty, M.J. Communication apprehension and accumulated communication state anxiety experiences: A research note. Commun. Monogr. 1984, 51, 79–84. [Google Scholar] [CrossRef]
- Lederman, L.C. Suffering in silence: The effects of fear of talking on small group participation. Group Organ. Stud. 1982, 7, 279–294. [Google Scholar] [CrossRef]
- McCroskey, J.C. Classroom consequences of communication apprehension. Commun. Educ. 1977, 26, 27–33. [Google Scholar] [CrossRef]
- Dobos, J.A. Collaborative learning: Effects of student expectations and communication apprehension on student motivation. Commun. Educ. 1996, 45, 118–134. [Google Scholar] [CrossRef]
- Vician, C.; Davis, L.R. Investigating computer anxiety and communication apprehension as performance antecedents in a computing-intensive learning environment. J. Comput. Inf. Syst. 2003, 43, 51–57. [Google Scholar]
- Cooper, K.M.; Brownell, S.E. Student anxiety and fear of negative evaluation in active learning science classrooms. In Active Learning in College Science: The Case for Evidence-Based Practice; Springer: Cham, Switzerland, 2020. [Google Scholar] [CrossRef]
- Blood, G.W.; Blood, I.M.; Tellis, G.; Gabel, R. Communication apprehension and self-perceived communication competence in adolescents who stutter. J. Fluen. Disord. 2001, 26, 161–178. [Google Scholar] [CrossRef]
- Downing, V.R.; Cooper, K.M.; Cala, J.M.; Gin, L.E.; Brownell, S.E. Fear of negative evaluation and student anxiety in community college active-learning science courses. CBE—Life Sci. Educ. 2020, 19, ar20. [Google Scholar] [CrossRef]
- Steele-Johnson, D.; Kalinoski, Z.T. Error framing effects on performance: Cognitive, motivational, and affective pathways. J. Psychol. 2014, 148, 93–111. [Google Scholar] [CrossRef]
- Xu, P.; Peng, M.Y.P.; Anser, M.K. Effective learning support towards sustainable student learning and well-being influenced by global pandemic of COVID-19: A comparison between mainland china and taiwanese students. Front. Psychol. 2021, 12, 561289. [Google Scholar] [CrossRef]
- Csikszentmihalyi, M. Motivation and creativity: Toward a synthesis of structural and energistic approaches to cognition. New Ideas Psychol. 1988, 6, 159–176. [Google Scholar] [CrossRef]
- McCroskey, J.C.; Richmond, V.P. Willingness to Communicate. In Proceedings of the 71st Annual Meeting of the Speech Communication Association, Denver, CO, USA, 7–10 November 1985. [Google Scholar]
- Baquee, A.; Hossain, A.; Sevukan, R. Use of social media in collaborative learning among the post graduate students of selected universities in india. Libr. Philos. Pract. 2021, 5858. [Google Scholar]
- Quan-Haase, A.; Young, A.L. Uses and gratifications of social media: A comparison of Facebook and instant messaging. Bull. Sci. Technol. Soc. 2010, 30, 350–361. [Google Scholar] [CrossRef] [Green Version]
- Karapanos, E.; Teixeira, P.; Gouveia, R. Need fulfillment and experiences on social media: A case on Facebook and WhatsApp. Comput. Hum. Behav. 2016, 55, 888–897. [Google Scholar] [CrossRef]
- Kietzmann, J.H.; Hermkens, K.; McCarthy, I.P.; Silvestre, B.S. Social media? Get serious! Understanding the functional building blocks of social media. Bus. Horiz. 2011, 54, 241–251. [Google Scholar] [CrossRef] [Green Version]
- Young, C.M.Y.; Lo, B.C.Y. Cognitive appraisal mediating relationship between social anxiety and internet communication in adolescents. Personal. Individ. Differ. 2012, 52, 78–83. [Google Scholar] [CrossRef]
- Lee, Y.; Kozar, K.A.; Larsen, K.R. The technology acceptance model: Past, present, and future. Commun. Assoc. Inf. Syst. 2003, 12, 50. [Google Scholar] [CrossRef]
- Van den Hooff, B.; Groot, J.; De Jonge, S. Situational influences on the use of communication technologies: A meta-analysis and exploratory study. J. Bus. Commun. (1973) 2005, 42, 4–27. [Google Scholar] [CrossRef]
- Rauniar, R.; Rawski, G.; Yang, J.; Johnson, B. Technology acceptance model (TAM) and social media usage: An empirical study on Facebook. J. Enterprise Inf. manag. 2014, 27, 6–30. [Google Scholar] [CrossRef]
- Singh, A. Facebook, WhatsApp, and Twitter: Journey towards Education. Soshum J. Sos. Dan Hum. 2018, 8, 139–149. [Google Scholar] [CrossRef]
- Hammick, J.K.; Lee, M.J. Do shy people feel less communication apprehension online? The effects of virtual reality on the relationship between personality characteristics and communication outcomes. Comput. Hum. Behav. 2014, 33, 302–310. [Google Scholar] [CrossRef]
- Joinson, A.N. Self-esteem, interpersonal risk, and preference for e-mail to face-to-face communication. CyberPsychol. Behav. 2004, 7, 472–478. [Google Scholar] [CrossRef] [PubMed]
- O’Sullivan, P.B.; Hunt, S.K.; Lippert, L.R. Mediated immediacy: A language of affiliation in a technological age. J. Lang. Soc. Psychol. 2004, 23, 464–490. [Google Scholar] [CrossRef]
- Enskat, A.; Hunt, S.K.; Hooker, J.F. A generational examination of instructional Facebook use and the effects on perceived instructor immediacy, credibility and student affective learning. Technol. Pedagog. Educ. 2017, 26, 545–557. [Google Scholar] [CrossRef]
- Hilliard, J.; Kear, K.; Donelan, H.; Heaney, C. Students’ experiences of anxiety in an assessed, online, collaborative project. Comput. Educ. 2020, 143, 103675. [Google Scholar] [CrossRef]
- Tzafilkou, K.; Perifanou, M.; Economides, A.A. Negative emotions, cognitive load, acceptance, and self-perceived learning outcome in emergency remote education during COVID-19. Educ. Inf. Technol. 2021, 1–25, Online ahead of print. [Google Scholar]
- Müller, L.M.; Goldenberg, G. Education in Times of Crisis: Effective Approaches to Distance Learning; Chartered College of Teaching: London, UK, 2021. [Google Scholar]
- Boekaerts, M. Being concerned with well-being and with learning. Educ. Psychol. 1993, 28, 149–167. [Google Scholar] [CrossRef]
- Lazarus, R.S.; Folkman, S. Stress, Appraisal and Coping; Springer: New York, NY, USA, 1984. [Google Scholar]
- Lazarus, R.S.; Launier, R. Stress-related transactions between person and environment. In Perspectives in Interactional Psychology; Springer: Boston, MA, USA, 1978; pp. 287–327. [Google Scholar]
- Frijda, N.H. The Emotions; Cambridge University Press: Cambridge, UK, 1986. [Google Scholar]
- Bower, G.H. How might emotions affect learning. Handb. Emot. Mem. Res. Theory 1992, 3, 31. [Google Scholar]
- Rovai, A.P.; Wighting, M.J.; Baker, J.D.; Grooms, L.D. Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual classroom higher education settings. Internet High. Educ. 2009, 12, 7–13. [Google Scholar] [CrossRef]
- McCroskey, J.C.; Beatty, M.J.; Kearney, P.; Plax, T.G. The content validity of the PRCA-24 as a measure of communication apprehension across communication contexts. Commun. Q. 1985, 33, 165–173. [Google Scholar] [CrossRef]
- Tennant, R.; Hiller, L.; Fishwick, R.; Platt, S.; Joseph, S.; Weich, S.; Parkinson, J.; Secker, J.; Stewart-Brown, S. The Warwick-Edinburgh mental well-being scale (WEMWBS): Development and UK validation. Health Qual. Life Outcomes 2007, 5, 1–13. [Google Scholar] [CrossRef] [Green Version]
- Cohen, S.; Kamarck, T.; Mermelstein, R. A global measure of perceived stress. J. Health Soc. Behav. 1983, 24, 385–396. [Google Scholar] [CrossRef]
- Sobel, M.E. Asymptotic confidence intervals for indirect effects in structural equation models. Sociol. Methodol. 1982, 13, 290–312. [Google Scholar] [CrossRef]
- Selye, H. The concept of stress: Past, present and future. In Stress Research: Issues for the Eighties; Cooper, C.L., Ed.; John Wiley: New York, NY, USA, 1983. [Google Scholar]
- Branson, V.; Palmer, E.; Dry, M.J.; Turnbull, D. A holistic understanding of the effect of stress on adolescent well-being: A conditional process analysis. Stress Health 2019, 35, 626–641. [Google Scholar] [CrossRef] [PubMed]
- Weaver, R.R.; Qi, J. Classroom organization and participation: College students’ perceptions. J. High. Educ. 2005, 76, 570–601. [Google Scholar] [CrossRef]
- Brown, T.C.; Fry, M.D. College exercise class climates, physical self-concept, and psychological well-being. J. Clin. Sport Psychol. 2014, 8, 299–313. [Google Scholar] [CrossRef]
- Mahmoudzadeh, S.; Mohammadkhani, P.; Dolatshahi, B.; Moradi, S. Prediction of Psychological Well-BEING based on Dispositional Mindfulness and Cognitive Emotion Regulation Strategies in Students. Prac. Clin. Psycho. 2015, 3, 195–202. [Google Scholar]
- Pietarinen, J.; Soini, T.; Pyhältö, K. Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school. Int. J. Educ. Res. 2014, 67, 40–51. [Google Scholar] [CrossRef]
- Wang, M.T.; Eccles, J.S. Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. J. Res. Adolesc. 2012, 22, 31–39. [Google Scholar] [CrossRef] [Green Version]
- Gest, S.D.; Welsh, J.A.; Domitrovich, C.E. Behavioral predictors of changes in social relatedness and liking school in elementary school. J. Sch. Psychol. 2005, 43, 281–301. [Google Scholar] [CrossRef]
- Caplan, S.E.; Turner, J.S. Bringing theory to research on computer-mediated comforting communication. Comput. Hum. Behav. 2007, 23, 985–998. [Google Scholar] [CrossRef]
- Hasan, N.; Bao, Y. Impact of “e-Learning crack-up” perception on psychological distress among college students during COVID-19 pandemic: A mediating role of “fear of academic year loss. Child. Youth Serv. Rev. 2020, 118, 105355. [Google Scholar] [CrossRef] [PubMed]
- Öhrstedt, M.; Lindfors, P. Linkages between approaches to learning, perceived stress and expected and actual academic outcomes among first-semester psychology students. J. Furth. High. Educ. 2018, 42, 116–129. [Google Scholar] [CrossRef]
- Gibbons, S.; Trette-McLean, T.; Crandall, A.; Bingham, J.L.; Garn, C.L.; Cox, J.C. Undergraduate students survey their peers on mental health: Perspectives and strategies for improving college counseling center outreach. J. Am. Coll. Health 2019, 67, 580–591. [Google Scholar] [CrossRef]
- Arslan, G.; Allen, K.A. Exploring the association between coronavirus stress, meaning in life, psychological flexibility, and subjective well-being. Psychol. Health Med. 2021, 1–12. [Google Scholar] [CrossRef]
- Evans, T.M.; Bira, L.; Gastelum, J.B.; Weiss, L.T.; Vanderford, N.L. Evidence for a mental health crisis in graduate education. Nat. Biotechnol. 2018, 36, 282–284. [Google Scholar] [CrossRef]
- Grubic, N.; Badovinac, S.; Johri, A.M. Student mental health in the midst of the COVID-19 pandemic: A call for further research and immediate solutions. Int. J. Soc. Psychiatry 2020, 66, 517–518. [Google Scholar] [CrossRef] [PubMed]
- Huang, L.; Zhang, T. Perceived social support, psychological capital, and subjective well-being among college students in the context of online learning during the COVID-19 Pandemic. Asia-Pac. Educ. Res. 2021, 1–12. [Google Scholar] [CrossRef]
- Zhao, S.; Wang, W. Net Meta-Analysis on the Effectiveness of Different Instructional Measures in Computer-Supported Collaborative Learning. Int. J. Soc. Sci. Educ. Res. 2021, 4, 363–370. [Google Scholar]
- Iglesias-Pradas, S.; Hernández-García, Á.; Chaparro-Peláez, J.; Prieto, J.L. Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study. Comput. Hum. Behav. 2021, 119, 106713. [Google Scholar] [CrossRef]
- Dhir, A.; Yossatorn, Y.; Kaur, P.; Chen, S. Online social media fatigue and psychological wellbeing—A study of compulsive use, fear of missing out, fatigue, anxiety and depression. Int. J. Inf. Manag. 2018, 40, 141–152. [Google Scholar] [CrossRef]
SNo. | Variables | Mean | S.D. | 1 | 2 | 3 | 4 |
---|---|---|---|---|---|---|---|
1 | Communication apprehension | 2.74 | 0.832 | ||||
2 | Intention to use social media | 1.916 | 0.701 | −0.079 | |||
3 | Perceived learning | 3.1 | 0.811 | −0.228 ** | 0.090 | ||
4 | Psychological stress | 2.81 | 0.458 | 0.309 ** | 0.147 * | −0.091 | |
5 | Psychological well-being | 2.97 | 0.796 | −0.249 ** | 0.009 | 0.554 ** | −0.053 |
Model Test | χ2 | df | SRMR | CFI | GFI | RMSEA |
---|---|---|---|---|---|---|
Independence model | 1674.53 | 125 | ||||
Measurement model | 214.59 | 125 | 0.058 | 0.941 | 0.913 | 0.054 |
Hypothesized model | 96.08 | 51 | 0.058 | 0.954 | 0.941 | 0.060 |
Alternative model 1 a | 101.52 | 52 | 0.061 | 0.949 | 0.938 | 0.062 |
Alternative model 2 b | 166.402 | 52 | 0.137 | 0.883 | 0.905 | 0.095 |
(a) Moderating effects of the intention to use social media on communication apprehension and perceived learning a,b | |||
Variables | Model 1 | Model 2 | Model 3 |
Control variables | |||
Age | −0.055 (0.028) | −0.050 (0.028) | −0.047 (0.027) |
Gender | −0.085 (0.109) | −0.061 (0.106) | −0.046 (0.107) |
Parents working | −0.067 (0.114) | −0.053 (0.111) | −0.073 (0.106) |
Communication apprehension | −0.213 *** (0.07) | −0.210 *** (0.07) | |
Intention to use social media | 0.079 (0.075) | 0.060 (0.07) | |
Communication apprehension X Intention to use social media | −0.160 ** (0.07) | ||
ΔR2 | 0.054 | 0.024 | |
F for R2 | 6.813 *** | 6.355 ** | |
R2 | 0.015 | 0.049 | 0.070 |
F | 1.24 | 3.50 ** | 4.046 *** |
(b) Moderating effects of psychological stress on perceived learning and psychological well-being a,c | |||
Variables | Model 1 | Model 2 | Model 3 |
Control variables | |||
Age | −0.059 (0.03) | −0.028 (0.02) | −0.030 (0.02) |
Gender | −0.110 (0.10) | −0.063 (0.09) | −0.080 (0.09) |
Parents working | −0.053 (0.11) | −0.017 (0.09) | 0.006 (0.09) |
Perceived learning | 0.543 *** (0.05) | 0.571 *** (0.05) | |
Psychological stress | −0.004 (0.09) | −0.000 (0.09) | |
Perceived learning X Psychological stress | 0.130 * (0.04) | ||
ΔR2 | 0.291 | 0.015 | |
F for R2 | 49.86 *** | 5.39 * | |
R2 | 0.019 | 0.309 | 0.325 |
F | 1.514 | 21.228 *** | 18.91 *** |
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Agrawal, S.; Krishna, S.M. Communication Apprehension and Psychological Well-Being of Students in Online Learning. Behav. Sci. 2021, 11, 145. https://doi.org/10.3390/bs11110145
Agrawal S, Krishna SM. Communication Apprehension and Psychological Well-Being of Students in Online Learning. Behavioral Sciences. 2021; 11(11):145. https://doi.org/10.3390/bs11110145
Chicago/Turabian StyleAgrawal, Somya, and Shwetha M. Krishna. 2021. "Communication Apprehension and Psychological Well-Being of Students in Online Learning" Behavioral Sciences 11, no. 11: 145. https://doi.org/10.3390/bs11110145