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Technical College Students’ Practical Performance Anxiety during Online Learning: Difference in Gender and Average Time of Online Learning

Author

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  • Xu Zhang

    (Faculty Development Center, Nanjing University of Posts and Telecommunications, Nanjing 210023, China)

  • Fangyi Zhou

    (School of Education Science, Nanjing Normal University, Nanjing 210098, China)

  • Jinlei Xu

    (School of Education Science, Nanjing Normal University, Nanjing 210098, China)

Abstract

The person-artifact-task model provided us with a method to consider the practical performance anxiety (PPA) of technical college students who were working on a computer-related task via online learning. This study investigated 474 technical college students’ PPA in online courses without hands-on demonstration (PPAOC-without-HD) and with hands-on demonstration (PPAOC-with-HD), and it explored whether their PPA varied according to gender and average time spent on online learning. The results indicated that the students’ two types of PPA (PPAOC-without-HD and PPAOC-with-HD) varied significantly by gender and across the different online learning time groups. The average levels of participants’ two types of PPA were both high, and their PPAOC-without-HD was higher than their PPAOC-with-HD. Both types of PPA for females were significantly higher than those for males. Participants’ PPAOC-with-HD showed a significant difference for the average time of online learning. The findings of this study will be of value to educators who need to design and carry out online learning courses for technical college students.

Suggested Citation

  • Xu Zhang & Fangyi Zhou & Jinlei Xu, 2022. "Technical College Students’ Practical Performance Anxiety during Online Learning: Difference in Gender and Average Time of Online Learning," Sustainability, MDPI, vol. 14(13), pages 1-12, July.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:13:p:8218-:d:856395
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    1. Joseph Crawford & Javier Cifuentes-Faura, 2022. "Sustainability in Higher Education during the COVID-19 Pandemic: A Systematic Review," Sustainability, MDPI, vol. 14(3), pages 1-11, February.
    2. Wunong Zhang & Yuxin Wang & Lili Yang & Chuanyi Wang, 2020. "Suspending Classes Without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak," JRFM, MDPI, vol. 13(3), pages 1-6, March.
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