ArticleCurrent psychology (New Brunswick, N.J.)2022
Exploring the pathway from seeking to sharing social support in e-learning: an investigation based on the norm of reciprocity and expectation confirmation theory.
Article in Current psychology (New Brunswick, N.J.), 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Exploring College Students' AI Dependence in Human-AI Collaborative Creation: Development and Validation of the CC-PACE Model.Journal of Intelligence · 2026Article
- From support and interaction to continuance: affective pathways and the bright side of cognitive load in English-medium instruction.Frontiers in psychology · 2026Article
- Digital technology use intensity and public safety perception: the moderating roles of victimization experience and safety values.Frontiers in psychology · 2026Article
- Factors Influencing Willingness to Continue Using Online Sports Videos: Expansion Based on ECT and TPB Theoretical Models.Behavioral sciences (Basel, Switzerland) · 2024Article
- Longitudinal exploration of online learning burnout: the role of social support and cognitive engagement.European journal of psychology of education = Journal europeen de psychologie de l'education · 2023Article
- The influence of educational and emotional support on e-learning acceptance: An integration of social support theory and TAM.Education and information technologies · 2023Article
- The public needs more: The informational and emotional support of public communication amidst the Covid-19 in China.International journal of disaster risk reduction : IJDRR · 2023Article
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Authors and funding
3 authors.
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Abstract
E-learning is increasingly evidenced as a conduit for social support exchange among students and protects them against mental health issues, however, the cognitive process of how social support is exchanged remains unclear. This study uses a cognitive theory approach to achieve a more nuanced explanation of students sharing or giving social support in e-learning. Specifically, we adopted the Norm of Reciprocity and Expectation Confirmation Theory to reveal the interconnection between students' perceived social support and giving social support in learning. The model is empirically validated based on survey data of 512 respondents from college students across China regarding their e-learning experience during the first wave of Covid-19. Our findings suggest that the relationship between perceived social support and giving social support is significant and positive, and this relationship is partially mediated by confirmation of social support. These findings imply that e-learning can foster a self-reliant environment for social support exchange among college students. Under such an environment, students' cognitive process in their seeking and sharing social support is majorly following the norm of reciprocity and secondary expectation confirmation theory.
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