Digital leisure motivational interference decreases college students’ online learning satisfaction: the roles of academic emotions and parental autonomy support.
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| Title: | Digital leisure motivational interference decreases college students’ online learning satisfaction: the roles of academic emotions and parental autonomy support. |
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| Authors: | Guo, Xiao-Rong1 (AUTHOR), Gong, Shao-Ying1 (AUTHOR) gongsy@ccnu.edu.cn, Liu, Si-Yang1 (AUTHOR) liusiyang015@outlook.com, Wang, Jing1 (AUTHOR), Wang, Yan-Qing2 (AUTHOR), Zhao, Xin3 (AUTHOR) skye.zhao@manchester.ac.uk |
| Source: | European Journal of Psychology of Education - EJPE (Springer Science & Business Media B.V.). Mar2025, Vol. 40 Issue 1, p1-21. 21p. |
| Abstract: | Previous studies have pointed out that leisure motivational interference was an important factor affecting students’ learning satisfaction. This study concentrates on three unexplored areas in the current literature on leisure motivational interference and learning satisfaction. Specifically, it is the first to (a) focus on the effects of digital leisure motivational interference (DLMI) on online learning satisfaction; (b) separate the cognitive, affective, and behavioral components of DLMI (DLMI-C, DLMI-A, and DLMI-B) when examining its effects; and (c) reveal how these three components influence online learning satisfaction. We conducted a questionnaire survey among 1041 Chinese college students who engaged in online learning, utilizing several measures: the Digital Leisure Motivational Interference Scale, the Academic Emotions Questionnaire, the Parental Autonomy Support Scale, and the Online Learning Satisfaction Scale. The results showed that (a) DLMI-C, DLMI-A, and DLMI-B negatively predicted online learning satisfaction, respectively; however, the differences in their effects were not significant; (b) academic emotions, both positive and negative, played the mediating roles between the three components of DLMI and online learning satisfaction; (c) parental autonomy support moderated the relationship between academic emotions (positive and negative) and online learning satisfaction. Notably, learners with higher levels of parental autonomy support reported greater online learning satisfaction compared to those with lower levels of support, particularly when experiencing lower frequency of academic emotions, whether positive or negative. [ABSTRACT FROM AUTHOR] |
| Copyright of European Journal of Psychology of Education - EJPE (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 181476504 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Digital leisure motivational interference decreases college students’ online learning satisfaction: the roles of academic emotions and parental autonomy support. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Guo%2C+Xiao-Rong%22">Guo, Xiao-Rong</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gong%2C+Shao-Ying%22">Gong, Shao-Ying</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> gongsy@ccnu.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Liu%2C+Si-Yang%22">Liu, Si-Yang</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> liusiyang015@outlook.com</i><br /><searchLink fieldCode="AR" term="%22Wang%2C+Jing%22">Wang, Jing</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wang%2C+Yan-Qing%22">Wang, Yan-Qing</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zhao%2C+Xin%22">Zhao, Xin</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> skye.zhao@manchester.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Psychology+of+Education+-+EJPE+%28Springer+Science+%26+Business+Media+B%2EV%2E%29%22">European Journal of Psychology of Education - EJPE (Springer Science & Business Media B.V.)</searchLink>. Mar2025, Vol. 40 Issue 1, p1-21. 21p. – Name: Abstract Label: Abstract Group: Ab Data: Previous studies have pointed out that leisure motivational interference was an important factor affecting students’ learning satisfaction. This study concentrates on three unexplored areas in the current literature on leisure motivational interference and learning satisfaction. Specifically, it is the first to (a) focus on the effects of digital leisure motivational interference (DLMI) on online learning satisfaction; (b) separate the cognitive, affective, and behavioral components of DLMI (DLMI-C, DLMI-A, and DLMI-B) when examining its effects; and (c) reveal how these three components influence online learning satisfaction. We conducted a questionnaire survey among 1041 Chinese college students who engaged in online learning, utilizing several measures: the Digital Leisure Motivational Interference Scale, the Academic Emotions Questionnaire, the Parental Autonomy Support Scale, and the Online Learning Satisfaction Scale. The results showed that (a) DLMI-C, DLMI-A, and DLMI-B negatively predicted online learning satisfaction, respectively; however, the differences in their effects were not significant; (b) academic emotions, both positive and negative, played the mediating roles between the three components of DLMI and online learning satisfaction; (c) parental autonomy support moderated the relationship between academic emotions (positive and negative) and online learning satisfaction. Notably, learners with higher levels of parental autonomy support reported greater online learning satisfaction compared to those with lower levels of support, particularly when experiencing lower frequency of academic emotions, whether positive or negative. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of European Journal of Psychology of Education - EJPE (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10212-024-00926-2 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 1 Titles: – TitleFull: Digital leisure motivational interference decreases college students’ online learning satisfaction: the roles of academic emotions and parental autonomy support. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Guo, Xiao-Rong – PersonEntity: Name: NameFull: Gong, Shao-Ying – PersonEntity: Name: NameFull: Liu, Si-Yang – PersonEntity: Name: NameFull: Wang, Jing – PersonEntity: Name: NameFull: Wang, Yan-Qing – PersonEntity: Name: NameFull: Zhao, Xin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 02562928 Numbering: – Type: volume Value: 40 – Type: issue Value: 1 Titles: – TitleFull: European Journal of Psychology of Education - EJPE (Springer Science & Business Media B.V.) Type: main |
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