Uncovering the Mechanism of Online-Learning Stress of College Students

Abstract

Online-learning stress poses a significant challenge to the sustainability of higher education. The present study employs mixed methods to propose a conceptual process model that depicts the mechanism of online-learning stress of college students. The result of the qualitative study indicates 11 influential factors of online-learning stress, 10 manifestations of online-learning stress (OS), and three learning performance outcomes of OS (LP) through in-depth interviews with 15 college students. The result of a quantitative study on 159 online surveys implies that the influential factors of online-learning stress could be further categorized into learner competence and commitment (LC), course design reasonability (CD), and social support (SS). In addition, the results of the structural equation model (SEM) confirm the negative impact of LC and CD on OS, as well as OS on LP. However, the negative effect of SS on OS is unsupported. The study contributes to both OS theory development and online-learning and teaching in higher education.