ArticleScientific reports2025
Exploring emotional learning and its impact on student behavior, well-being, and resilience using structural equation modeling.
Article in Scientific reports, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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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
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Who cites it
3 citing papers in PubMed.
- Associations between AI literacy and learning engagement in smart classrooms: the chain mediating roles of self-efficacy and learning satisfaction.Frontiers in psychology · 2026Article
- The relationship between college students' English learning enjoyment, anxiety, and engagement: the mediating role of grit and the moderating role of flow.Frontiers in psychology · 2026Article
- The impact of emotional value in digital teaching resources on learning motivation-an empirical analysis based on a questionnaire survey.Frontiers in psychology · 2026Article
Corrections and comments
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Authors and funding
3 authors.
Funding
Abstract
Students' mental health in the context of emotional learning is essential to their academic and personal development. Emotional learning affects students' emotional intelligence, social support, psychological capital, and educational environment. Emotions significantly impact learning, academic achievement, and overall well-being. Thus, students' emotional needs must be met, and supportive learning environments must be created. This study examined the impact of emotional learning on student outcomes at the nexus of behavior, technological acceptance, mental well-being, cognitive engagement, and psychological resilience. This research was conducted using a convenience sampling technique across 10 major cities in nine provinces of China. A total of 5,313 students, comprising 2,633 males and 2,680 females, participated, and the data were analyzed using SmartPLS 3.2.9 to assess the relationships between key constructs. Out of the 11 direct correlations, 10 were confirmed with statistical significance (H1: t > 26.769, p < 0.000; H2: t > 25.226, p < 0.000; H3: t > 15.656, p < 0.000; H5: t > 11.334, p < 0.000; H6: t > 231.784 p < 0.000; H7: t > 34.375, p < 0.000; H8: t > 17.719 p < 0.000; H9: t > 19.060, p < 0.000; H10: t > 9.235, p < 0.000; H11: t > 10.307 p < 0.000), while the correlation for the 4th hypothesis was not statistically significant (H4: t > 0.248, p < 0.804). Students' cognitive engagement is multifaceted and influenced by their prior knowledge, cognitive load, perceived value of the learning system, and instructional practices. Establishing effective learning environments that support students' academic success and cognitive development requires understanding and fostering cognitive engagement.
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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.