Abstract
Online student engagement plays a very essential role in the improvement of academic achievements. However, the role of school support in the relationship between online student engagement and academic achievements remain uncertain; whether its impact was different during and after the COVID-19 pandemic is also still being determined. Therefore, the present study conducted a questionnaire survey among 825 Chinese college students during the COVID-19 pandemic and 751 after the COVID-19 pandemic, aiming to examine the correlation between online student engagement and academic achievements, as well as the moderating influence of school support. The results showed that online student engagement had a significant predictive effect on college students’ academic achievements during and after the COVID-19 pandemic. Furthermore, school support was found to moderate the relationship between online student engagement and college students’ academic achievements only during the COVID-19 pandemic. The results indicated that the more school support the college students received, the stronger the effect of online student engagement on academic achievements during the COVID-19 pandemic. The research results provide empirical evidence for the moderation of school support in the relationship between online student engagement and college students’ academic achievements.
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The data that support the findings of this study are available from the corresponding author upon request.
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We sincerely thank all participants for their valuable contributions to this study. We also extend our gratitude to our collaborators for their support and expertise.
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LC and JL drafted the manuscript. SG served as the research advisor. LC, JL, YP, and SG contributed significantly to the conception, the data analysis, and manuscript revision. LC collected the data.
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Appendices
Appendix 1: Online Student Engagement Scale
Dimension | Number | Item |
|---|---|---|
Behavioral engagement | BE1 | I follow the rules of the online class 我遵守线上课程的纪律。 |
BE2 | I complete my homework on time 我按时完成作业。 | |
BE3 | I check my schoolwork for mistakes 我认真检查作业是否有误。 | |
Emotional engagement | EE1 | I like taking the online class 我喜欢上线上课程。 |
EE2 | I feel excited by my work at the online class 上线上课程时我很兴奋。 | |
EE3 | The online classroom is a fun place to be 线上课程很有趣。 | |
EE4 | I am interested in the work at the online class 我对线上课程的内容很感兴趣。 | |
EE5 | I feel happy when taking online class 上线上课程让我开心。 | |
EE6 | I talk with people outside of school about what I am learning in the online class 我会跟校外的朋友谈论我在线上课程的所学到的东西。 | |
Cognitive engagement | CE1 | I study at home even when I do not have a test 即使没有考试, 我也是在家自学。 |
CE2 | I try to look for some course-related information on other resources, such as television, journal papers, and magazines 我尽力在电视、周刊、杂志等资源上寻找课程相关的资料。 | |
CE3 | When I read the course materials, I ask myself questions to make sure I understand what it is about 当我阅读课程材料时, 我都会采用自问自答的方式确保自己对课程内容的理解。 | |
CE4 | I read extra materials to learn more about things we do in the online class 我会结合线上课程内容, 多阅读相关课外材料。 | |
CE5 | If I do not know about a concept when I am learning in the online class, I do something to figure it out 在线上课程入到不明白的概念问题, 我会努力弄明白。 |
Appendix 2: School Support Scale
Dimension | Number | Item |
|---|---|---|
Teacher support | TS1 | Our teachers treat us fairly 老师们对待我们很公平。 |
TS2 | When I need extra help, I can get it 当我需要额外的帮助时, 老师会伸出援手。 | |
TS3 | My teachers are interested in me as a person 老师对我的为人很感兴趣。 | |
TS4 | Our teachers are nice and friendly 我的老师们很友好。 | |
Classmate support | CS1 | The students in my class enjoy being together 我班上的同学们很喜欢待在一起。 |
CS2 | Most of the students in my class are kind and helpful 我班上大部分的同学都很友好且乐于助人。 | |
CS3 | Other students accept me as I am 其他同学接受我的真性情。 | |
CS4 | When a classmate is upset, other students comfort him/her 如有同学不开心了, 其他同学都会来安慰他/她。 |
Appendix 3: Academic Achievement Scale
Dimension | Number | Item |
|---|---|---|
Learning recognition | LR1 | 我可以灵活运用所学知识。 I can make use of what I’ve learnt freely |
LR2 | 我能迅速抓住解决问题的关键。 I could quickly get the key points of the solutions | |
LR3 | 我总是能够很快理解新知识, 新技能。 I could always understand new knowledge and skills quickly | |
Communication | CN1 | 我能清楚地与人交流。 I could communicate with others clearly |
CN2 | 我善于倾听, 不喜欢打断别人。 I am willing to listening but interrupting others | |
CN3 | 我害怕与别人面对面交流。 I’m afraid of communicating with others face to face | |
Self-management | SM1 | 不管什么计划不计划的, 我想学习的时候才学习。 I study when I’d love to regardless of plans |
SM2 | 谈不上什么目标不目标, 一切顺其自然。 Let everything with the flow and don’t talking about goals | |
SM3 | 我经常会因为偷懒而耽误计划。 I always hold up plans because of laziness | |
Interpersonal promotion | IP1 | 我总是主动给予其他同学帮助。 I always willing to offer help to other classmates |
IP2 | 我能够很好地关心体贴其他同学。 I could take good care of other classmates | |
IP3 | 在不同的场合, 我能够很好地约束自己的行为。 I could restrict my own behavior on different occasions | |
IP4 | 我能够与其他同学很好的合作。 I could cooperate well with other classmates | |
IP5 | 我能够与其他人相处融洽。 I could get along well with others |
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Chen, L., Li, J., Pan, Y. et al. School Support, Online Student Engagement, and Academic Achievements During and After the COVID-19 Pandemic: A Survey from China. Asia-Pacific Edu Res (2024). https://doi.org/10.1007/s40299-024-00941-3
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DOI: https://doi.org/10.1007/s40299-024-00941-3