Linking social support, self-support, and emotional regulation of students learning online at home during the COVID-19 pandemic

• Published in: Instructional Technology Theory in the Post-Pandemic Era
• Main Author: Md Nawi N.H.; Ibrahim H.; Sa J.P.; Abdullah T.N.T.; Suki N.M.
• Format: Book chapter
• Language: English
• Published: IGI Global 2024
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85203038994&doi=10.4018%2f979-8-3693-7645-4.ch010&partnerID=40&md5=6d5b83d75bdb81c380f25b4fbfb06b58
• DOI: 10.4018/979-8-3693-7645-4.ch010

This study investigates the linkages of social support and self-support on the emotional regulation of students learning online at home during the COVID-19 pandemic. Data collected from 300 public higher-education students were analysed using partial least squares-structural equation modelling (PLS-SEM) via SmartPLS3.0. The results revealed that the emotional regulation of students learning online at home during the COVID-19 pandemic was heavily influenced by self-support, followed by social support. During the COVID-19 pandemic, online learning was perceived as a novel experience, with individuals who were open and flexible being able to access and utilize various creative ideas. This empirical study can serve as a basis for developing a comprehensive action plan to improve training methods and strengthen existing support systems. These efforts are crucial for the successful implementation of educational activities for future generations. © 2024 by IGI Global.