ArticleFrontiers in psychology2025
Peer support and learning outcomes in "Study With Me" among Generation Z college students: mediating roles of motivation, test anxiety, and self-efficacy.
Article in Frontiers in psychology, 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
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: "Study With Me (SWM)," a popular trend among Generation Z college students, enabling self-directed learning through livestreams or prerecorded videos and offering peer support in virtual settings. However, its impact on learning outcomes remains underexplored. Purpose: This study examines how peer support impacts learning satisfaction and engagement in SWM, focusing on intrinsic motivation, extrinsic motivation, test anxiety, and self-efficacy as mediators, comparing livestreams and prerecorded formats. Methods: Data were collected from 509 Chinese college students who had engaged in SWM on Bilibili for at least three consecutive months. Structural equation modeling (SEM) and multigroup analyses were conducted using SPSS 30.0 and AMOS 26.0. Results: Peer support positively predicted intrinsic motivation, extrinsic motivation, self-efficacy, learning satisfaction, and engagement, and negatively predicted test anxiety. Intrinsic motivation, test anxiety, and self-efficacy mediated the effect of peer support on learning satisfaction, while intrinsic motivation, extrinsic motivation, and self-efficacy mediated its effect on learning engagement. Multigroup analysis revealed stronger peer support paths among livestream learners and stronger self-efficacy paths among prerecorded video learners. Conclusion: These findings underscore the importance of peer support in fulfilling psychological needs and improving learning outcomes in SWM, offering practical implications for enhancing digital learning and supportive online environments.
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.