Students’ Entire Deep Learning Personality Model and Perceived Teachers’ Emotional Support
In recent years, deep learning as the requirement of higher education for students has attracted the attention of many scholars, and previous studies focused on defining deep learning as the deep processing of knowledge of the brain, however, in the process of knowledge processing, the brain not onl...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-01-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.793548/full |
| _version_ | 1818941197994950656 |
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| author | Enyun Liu Jingxian Zhao Noorzareith Sofeia |
| author_facet | Enyun Liu Jingxian Zhao Noorzareith Sofeia |
| author_sort | Enyun Liu |
| collection | DOAJ |
| description | In recent years, deep learning as the requirement of higher education for students has attracted the attention of many scholars, and previous studies focused on defining deep learning as the deep processing of knowledge of the brain, however, in the process of knowledge processing, the brain not only involves the deep processing of information but also participates in learning consciously and emotionally. Therefore, this research proposed a four-factor model hypothesis for deep learning that includes deep learning investment, deep cognitive-emotional experience, deep information processing, and deep learning meta-cognitive. In addition, the research proposed teachers’ emotional support perceived by students has an effect on the four factors of deep learning. Through SPSS 26 and AMOS 24, this research has verified the four-factor model of deep learning applying exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) and verified that the perceived teacher emotional support has an impact on the four factors of students’ deep learning using the SEM. |
| first_indexed | 2024-12-20T06:51:43Z |
| format | Article |
| id | doaj.art-7a3a267749c748749f005ed8378a0842 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-20T06:51:43Z |
| publishDate | 2022-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-7a3a267749c748749f005ed8378a08422022-12-21T19:49:32ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-01-011210.3389/fpsyg.2021.793548793548Students’ Entire Deep Learning Personality Model and Perceived Teachers’ Emotional SupportEnyun Liu0Jingxian Zhao1Noorzareith Sofeia2Shandong Women’s University, Jinan, ChinaFaculty of Education, Languages and Psychology, SEGi University, Kota Damansara, MalaysiaCenter for Teaching and Learning, SEGi University, Kota Damansara, MalaysiaIn recent years, deep learning as the requirement of higher education for students has attracted the attention of many scholars, and previous studies focused on defining deep learning as the deep processing of knowledge of the brain, however, in the process of knowledge processing, the brain not only involves the deep processing of information but also participates in learning consciously and emotionally. Therefore, this research proposed a four-factor model hypothesis for deep learning that includes deep learning investment, deep cognitive-emotional experience, deep information processing, and deep learning meta-cognitive. In addition, the research proposed teachers’ emotional support perceived by students has an effect on the four factors of deep learning. Through SPSS 26 and AMOS 24, this research has verified the four-factor model of deep learning applying exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) and verified that the perceived teacher emotional support has an impact on the four factors of students’ deep learning using the SEM.https://www.frontiersin.org/articles/10.3389/fpsyg.2021.793548/fulldeep learningdeep learning investmentdeep cognitive-emotional experiencedeep information processingdeep learning meta-cognitiveperceived teacher emotional support |
| spellingShingle | Enyun Liu Jingxian Zhao Noorzareith Sofeia Students’ Entire Deep Learning Personality Model and Perceived Teachers’ Emotional Support Frontiers in Psychology deep learning deep learning investment deep cognitive-emotional experience deep information processing deep learning meta-cognitive perceived teacher emotional support |
| title | Students’ Entire Deep Learning Personality Model and Perceived Teachers’ Emotional Support |
| title_full | Students’ Entire Deep Learning Personality Model and Perceived Teachers’ Emotional Support |
| title_fullStr | Students’ Entire Deep Learning Personality Model and Perceived Teachers’ Emotional Support |
| title_full_unstemmed | Students’ Entire Deep Learning Personality Model and Perceived Teachers’ Emotional Support |
| title_short | Students’ Entire Deep Learning Personality Model and Perceived Teachers’ Emotional Support |
| title_sort | students entire deep learning personality model and perceived teachers emotional support |
| topic | deep learning deep learning investment deep cognitive-emotional experience deep information processing deep learning meta-cognitive perceived teacher emotional support |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.793548/full |
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