Communication Apprehension and Psychological Well-Being of Students in Online Learning

The current pandemic has modified how education, learning, and technology interact with one another inside universities. The usage of technology for instructional purposes raises the question of whether learning that happens in an online environment is as effective as traditional classroom models. W...

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Autores principales:	Somya Agrawal, Shwetha M. Krishna
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	psychological well-being communication apprehension perceived learning social media usage psychological stress online learning Psychology BF1-990
Acceso en línea:	https://doaj.org/article/78e9f5a5d11b4262b65c89300ad94304
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spelling	oai:doaj.org-article:78e9f5a5d11b4262b65c89300ad943042021-11-25T16:46:05ZCommunication Apprehension and Psychological Well-Being of Students in Online Learning10.3390/bs111101452076-328Xhttps://doaj.org/article/78e9f5a5d11b4262b65c89300ad943042021-10-01T00:00:00Zhttps://www.mdpi.com/2076-328X/11/11/145https://doaj.org/toc/2076-328XThe current pandemic has modified how education, learning, and technology interact with one another inside universities. The usage of technology for instructional purposes raises the question of whether learning that happens in an online environment is as effective as traditional classroom models. Within this context, this study explores the psychological well-being of students during the COVID-19 pandemic, using an online cross-sectional survey. Data were collected from 246 university students currently studying at a private university in India. Hierarchical regression analysis and structural equation modelling were used to study the mediating effects between communication apprehension, perceived learning, and psychological well-being under the moderating effects of intention to use social media and psychological stress. Results show that higher intentions to use social media alleviated the negative effects of communication apprehension on perceived learning. Interestingly, it was also found that perceived learning had a significant positive relationship with psychological well-being when students experienced higher levels of psychological stress (eustress). Based on the technology acceptance model (TAM) and the transactional theory of stress and coping, we attempt to integrate the findings related to these theories, which can be considered distinct to previous studies. Implications, limitations, and future directions for research and practice have also been discussed.Somya AgrawalShwetha M. KrishnaMDPI AGarticlepsychological well-beingcommunication apprehensionperceived learningsocial media usagepsychological stressonline learningPsychologyBF1-990ENBehavioral Sciences, Vol 11, Iss 145, p 145 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	psychological well-being communication apprehension perceived learning social media usage psychological stress online learning Psychology BF1-990
spellingShingle	psychological well-being communication apprehension perceived learning social media usage psychological stress online learning Psychology BF1-990 Somya Agrawal Shwetha M. Krishna Communication Apprehension and Psychological Well-Being of Students in Online Learning
description	The current pandemic has modified how education, learning, and technology interact with one another inside universities. The usage of technology for instructional purposes raises the question of whether learning that happens in an online environment is as effective as traditional classroom models. Within this context, this study explores the psychological well-being of students during the COVID-19 pandemic, using an online cross-sectional survey. Data were collected from 246 university students currently studying at a private university in India. Hierarchical regression analysis and structural equation modelling were used to study the mediating effects between communication apprehension, perceived learning, and psychological well-being under the moderating effects of intention to use social media and psychological stress. Results show that higher intentions to use social media alleviated the negative effects of communication apprehension on perceived learning. Interestingly, it was also found that perceived learning had a significant positive relationship with psychological well-being when students experienced higher levels of psychological stress (eustress). Based on the technology acceptance model (TAM) and the transactional theory of stress and coping, we attempt to integrate the findings related to these theories, which can be considered distinct to previous studies. Implications, limitations, and future directions for research and practice have also been discussed.
format	article
author	Somya Agrawal Shwetha M. Krishna
author_facet	Somya Agrawal Shwetha M. Krishna
author_sort	Somya Agrawal
title	Communication Apprehension and Psychological Well-Being of Students in Online Learning
title_short	Communication Apprehension and Psychological Well-Being of Students in Online Learning
title_full	Communication Apprehension and Psychological Well-Being of Students in Online Learning
title_fullStr	Communication Apprehension and Psychological Well-Being of Students in Online Learning
title_full_unstemmed	Communication Apprehension and Psychological Well-Being of Students in Online Learning
title_sort	communication apprehension and psychological well-being of students in online learning
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/78e9f5a5d11b4262b65c89300ad94304
work_keys_str_mv	AT somyaagrawal communicationapprehensionandpsychologicalwellbeingofstudentsinonlinelearning AT shwethamkrishna communicationapprehensionandpsychologicalwellbeingofstudentsinonlinelearning
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Communication Apprehension and Psychological Well-Being of Students in Online Learning

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