Does psychological capital and social support impact engagement and burnout in online distance learning students?

John M. Barratt, Fazeelat Duran

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

Background: Online distance learning at university level is growing in popularity. Learners are often faced with the dual demands of full-time work and part-time studying. The present study examines whether psychological capital predicts learner engagement and burnout and whether social support moderates these relationships. Method: Postgraduate distance learning students who work alongside their studies (n=465) completed measures of psychological capital, burnout, engagement, and social support. Results: Analysis showed psychological capital to significantly predict both burnout and engagement. Furthermore, social support was found to be influential. Conclusion: The findings indicate the benefit of psychological capital in an academic context. Implications of these findings and potential interventions are discussed.

Original languageEnglish
Article number100821
JournalInternet and Higher Education
Volume51
Early online date12 Jun 2021
DOIs
Publication statusPublished - Oct 2021

Keywords

  • Burnout
  • Distance learning
  • Engagement
  • Online learning
  • PsyCap
  • Psychological capital

ASJC Scopus subject areas

  • Education
  • Computer Science Applications
  • Computer Networks and Communications

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