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Social presence and online learning satisfaction: Serial mediation by flow experience and learning engagement.

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Title: Social presence and online learning satisfaction: Serial mediation by flow experience and learning engagement.
Authors: Song, Chao (AUTHOR), Gao, Bin (AUTHOR), Fu, Jiaqing (AUTHOR)
Source: Social Behavior & Personality: an international journal. Jul2026, Vol. 54 Issue 7, p1-9. 9p.
Subjects: Flow theory (Psychology), Student engagement, Social belonging, Social cognitive theory, Distance education, Questionnaires, Mediation (Statistics), Digital learning
Abstract: Although cross-sectional studies have documented a close association between social presence and online learning satisfaction (OLS), evidence from multiwave survey studies remains limited, and the psychological processes underlying this relationship have not been sufficiently clarified. Guided by the cognitive–affective–social theory of learning in digital environments, we conducted a three-wave survey study to examine whether social presence predicts subsequent OLS, incorporating the mediating roles of flow experience and learning engagement. We gathered data from 687 Chinese university students in three monthly assessments over a 3-month period. Higher social presence was positively associated with higher subsequent OLS, and flow experience and learning engagement acted as serial mediators of this association. These results provide valuable implications for designing interventions to enhance OLS among college students. [ABSTRACT FROM AUTHOR]
Copyright of Social Behavior & Personality: an international journal is the property of Scientific Journal Publishers Limited 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: Psychology and Behavioral Sciences Collection
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  Data: Social presence and online learning satisfaction: Serial mediation by flow experience and learning engagement.
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  Data: <searchLink fieldCode="AR" term="%22Song%2C+Chao%22">Song, Chao</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gao%2C+Bin%22">Gao, Bin</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fu%2C+Jiaqing%22">Fu, Jiaqing</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Social+Behavior+%26+Personality%3A+an+international+journal%22">Social Behavior & Personality: an international journal</searchLink>. Jul2026, Vol. 54 Issue 7, p1-9. 9p.
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  Data: <searchLink fieldCode="DE" term="%22Flow+theory+%28Psychology%29%22">Flow theory (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Social+belonging%22">Social belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Social+cognitive+theory%22">Social cognitive theory</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Mediation+%28Statistics%29%22">Mediation (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+learning%22">Digital learning</searchLink>
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  Label: Abstract
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  Data: Although cross-sectional studies have documented a close association between social presence and online learning satisfaction (OLS), evidence from multiwave survey studies remains limited, and the psychological processes underlying this relationship have not been sufficiently clarified. Guided by the cognitive–affective–social theory of learning in digital environments, we conducted a three-wave survey study to examine whether social presence predicts subsequent OLS, incorporating the mediating roles of flow experience and learning engagement. We gathered data from 687 Chinese university students in three monthly assessments over a 3-month period. Higher social presence was positively associated with higher subsequent OLS, and flow experience and learning engagement acted as serial mediators of this association. These results provide valuable implications for designing interventions to enhance OLS among college students. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Social Behavior & Personality: an international journal is the property of Scientific Journal Publishers Limited 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=195099660
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      – Type: doi
        Value: 10.2224/sbp.16558
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      – Code: eng
        Text: English
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        PageCount: 9
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      – SubjectFull: Flow theory (Psychology)
        Type: general
      – SubjectFull: Student engagement
        Type: general
      – SubjectFull: Social belonging
        Type: general
      – SubjectFull: Social cognitive theory
        Type: general
      – SubjectFull: Distance education
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      – SubjectFull: Questionnaires
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      – SubjectFull: Mediation (Statistics)
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      – SubjectFull: Digital learning
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      – TitleFull: Social presence and online learning satisfaction: Serial mediation by flow experience and learning engagement.
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            NameFull: Gao, Bin
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            – D: 01
              M: 07
              Text: Jul2026
              Type: published
              Y: 2026
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              Value: 54
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            – TitleFull: Social Behavior & Personality: an international journal
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