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• W3209877897 abstract "Due to the outbreak of the COVID-19 pandemic, the implementation of quarantine policy led to an unprecedented home-quarantined living and online learning context for Chinese college students. This study aimed to investigate whether and how social support contributed to home-quarantined Chinese college students' well-being during the COVID-19 pandemic. In particular, this study examined the mediating role of online learning self-efficacy in explaining how social support contributed to home-quarantined Chinese college students' well-being. The study also examined the moderating effect of anxiety, which may buffer the effectiveness of social support and online learning self-efficacy in home-quarantined online learning contexts. Data include 2481 responses to an online questionnaire survey from home-quarantined Chinese college undergraduates. Data were analyzed by performing Partial Least Squares regression. Results showed that social support associated positively with home-quarantined Chinese college students' online learning self-efficacy and well-being. The results revealed a partial mediating effect of online-learning self-efficacy on the positive effect of social support on well-being. The moderating effect analysis found that the positive association of online learning self-efficacy with social support and well-being was stronger in home-quarantined Chinese college students who perceived no anxiety." @default.
• W3209877897 created "2021-11-08" @default.
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• W3209877897 date "2021-10-25" @default.
• W3209877897 modified "2023-10-02" @default.
• W3209877897 title "Contribution of social support to home-quarantined Chinese college students’ well-being during the COVID-19 pandemic: the mediating role of online learning self-efficacy and moderating role of anxiety" @default.
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• W3209877897 doi "https://doi.org/10.1007/s11218-021-09665-4" @default.
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