| dc.description.abstract | The objectives of this research were: 1) to investigate the prevalence of students’
emotional alienation in digital learning environments; 2) to explore the influencing factors and
formation mechanisms of emotional alienation among college students; and 3) to develop
targeted intervention strategies for alleviating emotional alienation. This study employed a
mixed-methods design targeting undergraduates from Wuhan College of Arts and Sciences as
the research population, using stratified random sampling to select 390 participants for
quantitative questionnaire survey and purposeful sampling to select 30 students, teachers, and
counselors for qualitative semi-structured interviews, with data analyzed via SPSS 26.0,
AMOS 24.0, and NVivo 12.
Major Findings included: 1) On the current status of emotional alienation, it was found
that students reported a moderate level of emotional alienation (M = 3.18, SD = 0.64), with
online learning burnout as the most severe dimension (M = 3.42, SD = 0.72) and significant
differences across grades and majors; 2) On the correlation between influencing factors and
emotional alienation, it was found that digital learning load was positively correlated with
emotional alienation (r = 0.51, p < 0.01), while platform interaction quality and teacher
emotional engagement were negatively correlated (r = -0.42, -0.58, p < 0.01), teacher emotional
engagement played a significant partial mediating role accounting for 38.4% of the effect; and
3) On the regulatory mechanism of emotional alienation, it was found that psychological capital
significantly moderated the relationship between digital education experience and emotional
alienation. | en_US |
