ArticlePloS one2025
Time efficiency as a mediator between institutional support and higher education student engagement during e-learning.
Article in PloS one, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study examined the relationship between institutional support and student engagement in e-learning, with time efficiency as a potential mediator among Saudi university students. This study employed a cross-sectional, questionnaire-based research design. A sample of 752 Saudi university students from different provinces in the Kingdom of Saudi Arabia completed an online questionnaire. The results of the measurement model showed good reliability and validity for all constructs. The results of the structural model and hypothesis testing showed that this study partially supported the hypotheses. Notably, there was a significant positive relationship between student support during e-learning and student engagement. In addition, student support was found to be a predictor of student's time efficiency (short-term planning, long-term planning, time attitude). Furthermore, the results revealed that long-term planning and time attitude, both components of time efficiency, act as mediators between support provided to students by a higher education (HE) institution during e-learning and their level of engagement. The findings shed light on the underlying mechanisms that explain students' e-learning engagement.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.