A network analysis-driven sequential mediation analysis of students’ perceived classroom comfort and perceived faculty support on the relationship between teachers’ cognitive presence and students’ grit—A holistic learning approach

Oleanya, Chanaza

doi:10.3390/bs13020147

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A network analysis-driven sequential mediation analysis of students’ perceived classroom comfort and perceived faculty support on the relationship between teachers’ cognitive presence and students’ grit—A holistic learning approach

Journal article

Open access

A network analysis-driven sequential mediation analysis of students’ perceived classroom comfort and perceived faculty support on the relationship between teachers’ cognitive presence and students’ grit—A holistic learning approach

Oleanya, Chanaza

2023

DOI: https://doi.org/10.3390/bs13020147

Handle:

https://hdl.handle.net/10210/502749

Abstract

holistic learning and teaching practices

community of inquiry

cognitive presence

sequential mediation analysis

network analysis

Citation: Dughi, T.; Rad, D.; Runcan, R.; Chis , , R.; Vancu, G.; Maier, R.; Costin, A.; Rad, G.; Chis , , S.; Uleanya, C.; et al. A Network Analysis-Driven

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Title: A network analysis-driven sequential mediation analysis of students’ perceived classroom comfort and perceived faculty support on the relationship between teachers’ cognitive presence and students’ grit—A holistic learning approach
Creators - without role: Oleanya, Chanaza
Identifiers: 9920110107691
Academic Unit: Department of Educational Leadership & Management; Faculty of Education; University of Johannesburg
Language: English
Resource Type: Journal article