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Linking Social Support, Self-Support, and Emotional Regulation of Students Learning Online at Home During the COVID-19 Pandemic
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Author(s): Nurul Hudani Md Nawi (Universiti Malaysia Sabah, Malaysia), Habibie Ibrahim (Universiti Malaysia Sabah, Malaysia), Joki Perdani Sawai (Universiti Malaysia Sabah, Malaysia), Tuan Norbalkish Tuan Abdullah (Universiti Malaysia Sabah, Malaysia)and Norazah Mohd Suki (Universiti Utara Malaysia, Malaysia & Universiti Teknologi MARA, Malaysia)
Copyright: 2024
Pages: 18
Source title:
Instructional Technology Theory in the Post-Pandemic Era
Source Author(s)/Editor(s): David D. Carbonara (Duquesne University, USA)and Lawrence A. Tomei (Robert Morris University, USA)
DOI: 10.4018/979-8-3693-7645-4.ch010
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Abstract
This study investigates the linkages of social support and self-support on the emotional regulation of students learning online at home during the COVID-19 pandemic. Data collected from 300 public higher-education students were analysed using partial least squares-structural equation modelling (PLS-SEM) via SmartPLS3.0. The results revealed that the emotional regulation of students learning online at home during the COVID-19 pandemic was heavily influenced by self-support, followed by social support. During the COVID-19 pandemic, online learning was perceived as a novel experience, with individuals who were open and flexible being able to access and utilize various creative ideas. This empirical study can serve as a basis for developing a comprehensive action plan to improve training methods and strengthen existing support systems. These efforts are crucial for the successful implementation of educational activities for future generations.
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