Examining the Relationship between E-learning and Academic Performance: A Psychological Perspective

Abstract

The global COVID -19 outbreaks forced governments to close schools to halt the spread of the disease, which had a momentous effect on the academic pursuits of students both at home and abroad. This sudden shift from conventional classroom teaching to online learning has affected students psychologically. E-learning (E-L) is distinguished by the use of digital platforms, online courses, and virtual classrooms. The goal of this research is to utilize the theory of emotion directive to examine the impact of E-L and emotional intelligence (EI) on the stress, burnout, and academic performance (AP) of Pakistani students. The data (N = three hundred and eighty-seven) is based on distant students registered at ten different Chinese institutions. This study aims to explore the relationship between E-L and AP from a psychological perspective. E-L has become increasingly prevalent in educational settings, providing learners with flexible opportunities to access educational resources and engage in learning activities through digital platforms. Understanding the impact of E-L on AP requires examining various psychological factors that influence learning outcomes. The research demonstrates that students' feelings of study stress, burnout, and AP have been significantly influenced by both E-L and EI. According to these findings, EI and E-L may have an impact on students' AP, study stress, and burnout. The study concludes that EI has a considerable collision on a student's psychological stress. By understanding the psychological factors at play, educators can leverage the advantages of E-L while addressing its limitations, ultimately promoting student achievement and enhancing the quality of online education.