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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

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

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E-learning intention of students with anxiety: Evidence from the first wave of COVID-19 pandemic in China. / Hu, Xuan; Zhang, Jiaqi; He, Shuang et al.
In: Journal of affective disorders, Vol. 309, 15.07.2022, p. 115-122.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Hu, X, Zhang, J, He, S, Zhu, R, Shen, S & Liu, B 2022, 'E-learning intention of students with anxiety: Evidence from the first wave of COVID-19 pandemic in China', Journal of affective disorders, vol. 309, pp. 115-122. https://doi.org/10.1016/j.jad.2022.04.121

APA

Vancouver

Hu X, Zhang J, He S, Zhu R, Shen S, Liu B. E-learning intention of students with anxiety: Evidence from the first wave of COVID-19 pandemic in China. Journal of affective disorders. 2022 Jul 15;309:115-122. Epub 2022 Apr 23. doi: 10.1016/j.jad.2022.04.121

Author

Hu, Xuan ; Zhang, Jiaqi ; He, Shuang et al. / E-learning intention of students with anxiety : Evidence from the first wave of COVID-19 pandemic in China. In: Journal of affective disorders. 2022 ; Vol. 309. pp. 115-122.

Bibtex

@article{a3ec5a50c5ec44f0881011f9e03bbc3a,
title = "E-learning intention of students with anxiety: Evidence from the first wave of COVID-19 pandemic in China",
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.",
keywords = "Anxiety, GAD, COVID-19, E-learning, TAM",
author = "Xuan Hu and Jiaqi Zhang and Shuang He and Ruilin Zhu and Shan Shen and Bingsheng Liu",
note = "This is the author{\textquoteright}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",
year = "2022",
month = jul,
day = "15",
doi = "10.1016/j.jad.2022.04.121",
language = "English",
volume = "309",
pages = "115--122",
journal = "Journal of affective disorders",
issn = "1573-2517",
publisher = "Elsevier",

}

RIS

TY - JOUR

T1 - E-learning intention of students with anxiety

T2 - Evidence from the first wave of COVID-19 pandemic in China

AU - Hu, Xuan

AU - Zhang, Jiaqi

AU - He, Shuang

AU - Zhu, Ruilin

AU - Shen, Shan

AU - Liu, Bingsheng

N1 - 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

PY - 2022/7/15

Y1 - 2022/7/15

N2 - 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.

AB - 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.

KW - Anxiety

KW - GAD

KW - COVID-19

KW - E-learning

KW - TAM

U2 - 10.1016/j.jad.2022.04.121

DO - 10.1016/j.jad.2022.04.121

M3 - Journal article

C2 - 35472479

VL - 309

SP - 115

EP - 122

JO - Journal of affective disorders

JF - Journal of affective disorders

SN - 1573-2517

ER -