Investigating the Influence of Interaction on Learning Persistence in Online Settings: Moderation or Mediation of Academic Emotions?
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Cited by:
- Jiankang He & Xue Yang & Mingxuan Du & Chengjia Zhao & Xin Wang & Guohua Zhang & Honglei Peng, 2022. "Prospective Association between Smartphone Addiction and Perceived Stress and Moderation of Boredom during COVID-19 in China," IJERPH, MDPI, vol. 19(22), pages 1-10, November.
- Mohammed Rafiqul Islam & Rimon Sarker & Rebaka Sultana & Md. Faisal-E-Alam & Rui Alexandre Castanho & Daniel Meyer, 2023. "Understanding the COVID-19 Pandemic’s Impact on E-Learner Satisfaction at the Tertiary Level," Sustainability, MDPI, vol. 15(8), pages 1-14, April.
- Youlai Zeng & Jiaxin Wei & Wenting Zhang & Nan Sun, 2024. "Online class-related boredom and perceived academic achievement among college students: the roles of gender and school motivation," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-10, December.
- Xuemei Wu & Zhenzhen He & Mingxi Li & Zhongmei Han & Changqin Huang, 2022. "Identifying Learners’ Interaction Patterns in an Online Learning Community," IJERPH, MDPI, vol. 19(4), pages 1-20, February.
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learning persistence; students’ interaction; academic emotions; mediating effect; moderating effect;All these keywords.
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