Study Demands and Resources in Distance Education—Their Associations with Engagement, Emotional Exhaustion, and Academic Success
Bibliographic Data
| ID | 22048879 |
|---|---|
| Authors | Ina E Pumpe (0009-0005-4419-661X, FernUniversität in Hagen), Ina Pumpe (FernUniversität in Hagen, corresponding author), Kathrin Jonkmann (0000-0002-1102-250X, FernUniversität in Hagen) |
| Year | 2025 |
| Volume | 15 |
| Issue | 6 |
| Pages | 664 |
| Publication date | 2025-05-28 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15060664 |
| OpenAlex | W4410839564 |
| Language | EN |
| Citations received | 3 |
| References cited | 47 |
Distance learning offers enhanced flexibility and reduced access restrictions, making it increasingly popular among non-traditional students and those juggling academic studies with professional and family obligations. This study explored the associations between study demands and resources (decision latitude and social support from lecturers and peers) and different study outcomes by applying the Job Demands-Resources Model in a distance learning context. Based on the model’s assumptions, we hypothesized that academic demands negatively predict study success in distance learning, while decision latitude and social support from lecturers and peers positively affect it. These associations were expected to be mediated by emotional exhaustion and different dimensions of engagement. The cross-sectional online study involved 286 psychology students from a German distance university. The multivariate path model revealed an association of demands and decision latitude with perceptions of competence and study satisfaction. While demands were significantly correlated with the grade point average, decision latitude was not. Consistent with the model’s assumptions, these effects were partially mediated by exhaustion and engagement. We did not find significant incremental associations of social support with the outcomes. The findings concerning measures to support students in distance education were discussed
Burnout · Distance education · Emotional exhaustion · Mathematics education · Student engagement · Applied Psychology · Clinical Psychology · COVID-19 and Mental Health · Emotional Intelligence and Performance · Job Satisfaction and Organizational Behavior · Psychology · Social Psychology
Methodological Issues of Longitudinal Surveys
Information bias in health research
Utrecht Work Engagement Scale for Students
Reciprocal relationships between job resources, personal resources, and work engagement
Flourishing students
Present but sick
Motivation in online learning
Development of the Job Diagnostic Survey.
School Engagement
The job demands-resources model of burnout.
Intrinsic Motivation and Self-Determination in Human Behavior
Testing for Within × Within and Between × Within Moderation Using Random Intercept Cross-Lagged Panel Models
Academic Communities of Engagement
Job Demands–Resources Theory
The Study Demands-Resources Framework
Variables associated with achievement in higher education
Self‐determination theory and work motivation
A structural model of student well-being
Social Relationships and Health
Übergänge im Bildungssystem
Stress, social support, and the buffering hypothesis
The influence of instructor support, family support and psychological capital on the well-being of postgraduate students
| Citations per year | 3 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |