Impact of Social Comparison on Perceived Online Academic Futility: A Perspective from Parents

Autor/inn/en	Wang, Qiang; Song, Xin; Hong, Jon-Chao; Li, Shuang; Zhang, Mengmeng; Yang, Xiantong
Titel	Impact of Social Comparison on Perceived Online Academic Futility: A Perspective from Parents
Quelle	In: Education and Information Technologies, 28 (2023) 5, S.5805-5832 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Xiantong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11402-z
Schlagwörter	Self Concept; Tutoring; Anxiety; Parent Attitudes; Electronic Learning; COVID-19; Pandemics; Predictor Variables; Psychological Patterns; Academic Achievement; Academic Failure + Suchen Sie Ihr Suchwort? Selbstkonzept; Förderkonzept; Nachhilfeunterricht; Angst; Elternverhalten; Prädiktor; Schulleistung
Abstract	In response to the wide-ranging concern of online academic futility, the current study aimed to explore the independent variables and mediating variable from a novel perspective of parents during COVID-19. Based on the social comparison theory and the control-value theory of achievement emotions, social comparison and tutoring anxiety were incorporated into an integrated model as predictors and mediator, respectively. A total of 300 parents completed an online survey. The results of the structural equation modeling indicated that upward social comparison and downward social comparison were both positively related to tutoring anxiety, which in turn positively predicted perceived online academic futility. Notably, tutoring anxiety played a significant mediating role in the association between different social comparison and perceived online academic futility. These results highlight the consistent predictive effect of upward social comparison and downward social comparison on perceived online academic futility, shedding light on the roles of tutoring anxiety in explaining the relationship from parental perspectives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01