The Influence of E-Learning and Emotional Intelligence on Psychological Intentions: Study of Stranded Pakistani Students
Open accessAbstract
The COVID-19 pandemic has forced the government to close the educational institutions globally, to contain the infection of the disease, which has affected the academic activities of local and international students significantly. This unexpected shift from offline classes to online learning has created psychological disruption among the students. At that backdrop, this study aims to investigate the influence of e-learning and emotional intelligence (EI) on the study stress, burnout, and performance of Pakistani students by applying emotion regulation theory. The data (N = 387) is based on international students, enrolled in 10 different universities in China. The results indicate that both e-learning and EI have significantly affected perceived study stress, burnout, and performance of students. These findings have provided evidence that online classes and EI can influence study stress, burnout, and performance of students. The study concludes that EI has significant impact on the psychological pressure of a student.
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Emotion recognition systems support a positive learning environment, promoting memory retention and cognitive engagement.
“Emotion recognition systems support a positive learning environment, promoting memory retention and cognitive engagement [129].”
From Leveraging AI in E-Learning: Personalized Learning and Adaptive Assessment through Cognitive Neuropsychology—A Systematic Analysis (2024) · cites this paper as [129]
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“Emotion recognition systems support a positive learning environment, promoting memory retention and cognitive engagement [129].”
- Authors
- Alam, F., Yang, Q., Bhutto, M. Y., & Akhtar, N.
- Affiliations
- University of Science and Technology Beijing (CN)
- Shandong Jianzhu University (CN)
- South China Normal University (CN)
- Corresponding author
- Yang, Qing
- Venue
- Frontiers in Psychology
- Publisher
- Frontiers Media SA
- Published
- 2021-08-25
- Volume
- 12
- Pages
- 715700-715700
- ISSN
- 1664-1078 (ISSN-L)
- PMC
- PMC8424067
- OpenAlex
- W3194639744
- Cited by
- 49
- References
- 99
- Citations by year
- 2025: 9 · 2024: 12 · 2023: 15 · 2022: 11 · 2021: 2
- FWCI
- 14.66
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Frontiers in Psychology (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- National Natural Science Foundation of China (71872011, 71929101)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Social Sciences › Psychology › Social Psychology › Emotional Intelligence and Performance
- Social Sciences › Education › Education during COVID-19 pandemic
- Keywords
- online learning, emotional intelligence, academic stress, burnout, academic performance, international students, COVID-19 pandemic, psychological well-being
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