Effect of self-consciousness on e-learning attitudes among high school students, Hyderabad, India
Palavras-chave:
Self-Consciousness, E-Learning Attitude, High School tudents, AdolescenceResumo
The study looks at the relationship between E-Learning attitudes and self-consciousness among high school students studying in Hyderbad City, an Indian metropolis, during the 2022-2023 academic year. The study had a total of 578 students (305 males and 273 females). Participants were given the Test of E-Learning Related Attitudes (TeLRA) and the Self-Consciousness Scale. Data were analyzed using SPSS 29.0 software. Pearson correlation and multiple regression analyses were used to determine the predictive role of self-consciousness in E-Learning Attitudes. A positive link was discovered between "self-consciousness" and "E-Learning attitude" among high school students. To compare groups based on demographic characteristics, we performed ndependent sample t-tests and one-way ANOVA. Female students had a significantly higher E-Learning attitudes score than male students (t= -4.78; p<0.05). Students having a good educational background from their family had significantly higher E-Learning attitude scores than those without (t=3.4; p<0.001). There were no significant variations based on the technology used during E-Learning or other demographic characteristics. Female students scored considerably higher on private self-consciousness (t=-4.96; p<0.001), general self-consciousness (t=-6.37; p<0.001), and social anxiety (t=-8.57; p<0.001) than male students. Students with a family education history exhibited significantly higher general self-consciousness scores (t=2.39; p<0.05) compared to those without E-Learning experience. The results were discussed, and recommendations for further scientific study were made.t (t=3.4; p<0.001).Referências
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Direitos de Autor (c) 2024 Ridhi Rani, KDV Prasad, Ved Srinivas
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