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References from The buffering effect of perceived teacher support on students’ academic burnout in online learning: a mini review. Local targets link to admitted publications; unresolved targets remain external evidence.
Factors affecting undergraduates' academic performance during COVID-19: fear, stress and teacher-parents' support
10.3390/su14137694 · 2022 · External reference
Blended learning for the "multi-track" undergraduate students in Ghana in an adverse era
10.1016/j.sciaf.2023.e01772 · 2023 · External reference
Impact of online learning on student's performance and engagement: a systematic review
10.1007/s44217-024-00253-0 · 2024 · External reference
Relationship between perceived teacher support and learning engagement among adolescents: mediation role of technology acceptance and learning motivation
10.3389/fpsyg.2022.992464 · 2022 · External reference
Bringing active learning, experimentation, and student-created videos in engineering: a study about teaching electronics and physical computing integrating online and mobile learning
10.1002/cae.22673 · 2023 · External reference
Do academic stress, burnout and problematic internet use affect perceived learning? Evidence from India during the COVID-19 pandemic
10.3390/su14031409 · 2022 · External reference
Student burnout: a review on factors contributing to burnout across different student populations
10.3390/bs15020170 · 2025 · External reference
How student perceptions about online learning difficulty influenced their satisfaction during Canada's Covid-19 response
10.1111/bjet.13206 · 2022 · External reference
Online learning: a panacea in the time of COVID-19 crisis
10.1177/0047239520934018 · 2020 · External reference
Student problems in online learning: solutions to keep education going on
10.33365/jeltl.v3i1.1694 · 2022 · External reference
Antecedents and mediators of academic satisfaction in virtual vocational training
10.3390/ejihpe13110174 · 2023 · External reference
Contributions of psychological capital to the learning engagement of Chinese undergraduates in blended learning during the prolonged COVID-19 pandemic: the mediating role of learning burnout and the moderating role of academic buoyancy
10.1007/s10212-023-00759-5 · 2024 · External reference
Foundations of online learning: challenges and opportunities
10.1080/00461520.2022.2090364 · 2022 · External reference
Relationship between perceived teacher support and student engagement in physical education: a systematic review
10.3390/su15076039 · 2023 · External reference
The relationship between perceived teacher emotional support, online academic burnout, academic self-efficacy, and online English academic engagement of Chinese EFL learners
10.3390/su16135542 · 2024 · External reference
The influence of educational and emotional support on e-learning acceptance: an integration of social support theory and TAM
10.1007/s10639-023-11648-1 · 2023 · External reference
Engagement in language learning: a systematic review of 20 years of research methods and definitions
10.1177/13621688211001289 · 2024 · External reference
Assessing the impact of online-learning effectiveness and benefits in knowledge management, the antecedent of online-learning strategies and motivations: an empirical study
10.3390/su14052570 · 2022 · External reference
Longitudinal exploration of online learning burnout: the role of social support and cognitive engagement
10.1007/s10212-023-00693-6 · 2023 · External reference
How do they stack up? Perceived communicative competence, foreign language anxiety, teacher support, and classroom environment in EFL learners' willingness to communicate in MOOCs
10.1017/s0958344026100470 · 2026 · External reference
Supporting students’ self-regulated learning in online learning using artificial intelligence applications
10.1186/s41239-023-00406-5 · 2023 · External reference
COVID-19 and online distance learning in Malaysia: a blessing or a curse?
10.3389/feduc.2023.1062219 · 2023 · External reference
The impact of COVID-19: graduate students’ emotional and psychological experiences
10.1080/10911359.2020.1855285 · 2021 · External reference
Unresolved reference
2022 · External reference
Investigating key elements of digital resilience among nursing undergraduates: a qualitative study
10.3389/fmed.2024.1452580 · 2025 · External reference
Teacher support, academic engagement and learning anxiety in online foreign language learning
10.1111/bjet.13430 · 2024 · External reference
The impact of social support and stress on academic burnout among medical students in online learning: the mediating role of resilience
10.3389/fpubh.2022.938132 · 2022 · External reference
The impact of teachers' emotional support on EFL learners' online learning engagement: the role of enjoyment and boredom
10.1016/j.actpsy.2024.104504 · 2024 · External reference
Online foreign language learning in higher education and its correlates during the COVID-19 pandemic
10.3390/su13020781 · 2021 · External reference
Association between psychological distress and coping strategies among students engaged in online learning
10.1371/journal.pone.0270877 · 2022 · External reference
The PRISMA 2020 statement: an updated guideline for reporting systematic reviews
10.1136/bmj.n71 · 2021 · External reference
Perceived impact of the prolonged COVID-19 pandemic on Malaysian medical students: a descriptive, cross-sectional study
10.4103/mjdrdypu.mjdrdypu_180_22 · 2022 · External reference
Perceived teacher support and student engagement among higher education students–a systematic literature review
10.1186/s40359-025-02412-w · 2025 · External reference
Variations in anxiety and emotional support among first-year college students across different learning modes (distance and face-to-face) during COVID-19
10.1371/journal.pone.0285650 · 2024 · External reference
Exploring determinants of online learning acceptance: the role of readiness, peer support, and instructional support
10.34190/ejel.23.2.4048 · 2025 · External reference
Digital inequities and emotional resilience: understanding the impact of the COVID-19 pandemic on preclinical medical students
10.3389/fmed.2025.1559536 · 2025 · External reference
Carpe diem: lessons about life and management from dead poets society
10.1177/105256299201600309 · 1992 · External reference
Time and doctoral degrees wait for no one: an autoethnography on the creation of a culture of support in an online EdD program amidst a global pandemic
10.1108/ils-10-2023-0152 · 2025 · External reference
Are online behavioural characteristics effective predictors of intrinsic motivation and user engagement in the online learning environment?
10.14742/ajet.10526 · 2025 · External reference
A study on the impact of perceived teacher emotional support on university students' online learning engagement: the mediating role of academic burnout
10.3389/fpsyg.2025.1625857 · 2025 · External reference
Effect of interventions on learning burnout: a systematic review and meta-analysis
10.3389/fpsyg.2021.645662 · 2021 · External reference
Teacher and peer support as key factors in EFL learners' speaking anxiety and proficiency in online learning environments
10.22364/bjellc.15.2025.09 · 2025 · External reference
Inquiring into ‘techniques of power’with preservice teachers through the ‘school film’the paper chase
10.1016/s0742-051x(03)00051-9 · 2003 · External reference
Effects of psychological resilience on online learning performance and satisfaction among undergraduates: the mediating role of academic burnout
10.1007/s40299-024-00862-1 · 2025 · External reference
The effect of performance-based assessment on academic resilience, motivation, and teacher support in virtual versus non-virtual classes
10.1186/s40468-025-00385-6 · 2025 · External reference
Interrelationship amongst university student perceived learning burnout, academic self-efficacy, and teacher emotional support in China’s English online learning context
10.3389/fpsyg.2022.829193 · 2022 · External reference
Supporting inclusive online higher education in developing countries: lessons learnt from Sri Lanka's university closure
10.3390/educsci12070494 · 2022 · External reference
Examining the relationship between perceived teacher support and students’ academic engagement in foreign language learning: enjoyment and boredom as mediators
10.3389/fpsyg.2022.987554 · 2022 · External reference