The Relationship between Higher-Order Thinking Skills and Academic Engagement in Online English Learning: The Mediating Role of Academic Emotion Regulation Strategies

Published: 18 October 2024| Version 1 | DOI: 10.17632/5s55bwchzy.1
Contributor:
Huiyi Jin

Description

This study surveyed 313 non-English majors within China’s English as a Foreign Language (EFL) context to explore the interactions among students’ higher-order thinking skills (HOTS), academic engagement, and academic emotion regulation strategies (AERS) in online university English learning.

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Institutions

North University of China

Categories

Second Language Acquisition

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