ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1582857
The Impact of Peer Support in"Study With Me" Livestreams vs. Prerecorded Videos on Learning Outcomes: The Mediating Roles of Motivation, Test Anxiety, and Self-Efficacy
Provisionally accepted
- 1Ningxia University, Yinchuan, China
- 2Shandong Huayu University of Technology, Dezhou, Shandong, China
- 3Southwest University, Chongqing, Chongqing Municipality, China
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Background: "Study With Me (SWM) " , a popular trend among Generation Z students, enabling self-directed learning through livestreams or prerecorded videos and offering peer support in virtual settings. However, its impact on learning outcomes remains underexplored.Purpose: This study examines how peer support impacts learning satisfaction and engagement in SWM, focusing on intrinsic motivation, extrinsic motivation, test anxiety, and self-efficacy as mediators, comparing livestreams and prerecorded formats.Methods: Data were collected from 509 Chinese college students who had engaged in SWM on Bilibili for at least three consecutive months. Structural equation modeling (SEM) and multigroup analyses were conducted using SPSS 30.0 and AMOS 26.0.Results: Peer support positively predicted intrinsic motivation, extrinsic motivation, self-efficacy, learning satisfaction, and engagement, and negatively predicted test anxiety. Intrinsic motivation, test anxiety, and self-efficacy mediated the effect of peer support on learning satisfaction, while intrinsic motivation, extrinsic motivation, and self-efficacy mediated its effect on learning engagement. Multigroup analysis revealed stronger peer support paths among livestream learners and stronger self-efficacy paths among prerecorded video learners.These findings underscore the importance of peer support in fulfilling psychological needs and improving learning outcomes in SWM, offering practical implications for enhancing digital learning and supportive online environments.
Keywords: Study With Me, peer support, learning outcomes, multiple mediating effects, Multigroup Analysis a
Received: 25 Feb 2025; Accepted: 05 Jun 2025.
Copyright: © 2025 Hou, Jin, He and Wang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Jin-Liang Wang, Southwest University, Chongqing, 400715, Chongqing Municipality, China
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