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  • E-learning intention of students with general anxiety

    Rights statement: This is the author’s version of a work that was accepted for publication in Journal of Affective Disorders. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Affective Disorders, 309, 2022 DOI: 10.1016/j.jad.2022.04.121

    Accepted author manuscript, 835 KB, PDF document

    Embargo ends: 23/04/23

    Available under license: CC BY-NC-ND: Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

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E-learning intention of students with anxiety: Evidence from the first wave of COVID-19 pandemic in China

Research output: Contribution to Journal/MagazineJournal articlepeer-review

E-pub ahead of print
  • Xuan Hu
  • Jiaqi Zhang
  • Shuang He
  • Ruilin Zhu
  • Shan Shen
  • Bingsheng Liu
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<mark>Journal publication date</mark>15/07/2022
<mark>Journal</mark>Journal of affective disorders
Volume309
Number of pages8
Pages (from-to)115-122
Publication StatusE-pub ahead of print
Early online date23/04/22
<mark>Original language</mark>English

Abstract

The COVID-19 pandemic has exposed the need to address the mental health issues for the future adoption of e-learning among massive students in higher education. This study takes a lead to investigate whether and how general anxiety will influence college students' e-learning intention to provide knowledge to better improve the e-learning technology. We adopted the Technology acceptance model (TAM) to examine the difference between students with and without general anxiety in the e-learning intention where the students are classified based on the General Anxiety Disorder-2 scale. The model is empirically analyzed based on a survey of 512 college students in China regarding their e-learning experience in the first wave of the COVID-19 pandemic. Results demonstrate that the TAM is powerful in explaining the e-learning intention among college students with general anxiety. Besides, all effects associated with perceived usefulness (PU) are reinforced while those associated with perceived ease of use (PEOU) are attenuated in the anxiety group. The results suggest that instructors and higher education institutions should take advantage of the significant PU-intention relationship by providing quality e-learning, which is paramount to coping with the general anxiety among students. This study provides a prototype attempt to investigate the influence of anxiety on e-learning where the different types of anxiety sources are synthesized. However, anxiety can stem from internal sources (computer anxiety, academic stress) and external sources (fear of the virus, lack of social interaction), which requires further investigations.

Bibliographic note

This is the author’s version of a work that was accepted for publication in Journal of Affective Disorders. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Affective Disorders, 309, 2022 DOI: 10.1016/j.jad.2022.04.121