Table 4.
Bootstrap results for the mediation effect.
| Mediating path | Indirect effect | Boot standard error | 95% confidence interval | Relative mediation effect | Total mediation effect | |
|---|---|---|---|---|---|---|
| Lower limit | Upper limit | |||||
| Total indirect effect | 0.319 | 0.0464 | 0.2311 | 0.4134 | 100.00% | 49.08% |
| Indirect effect 1 | 0.1248 | 0.0343 | 0.0622 | 0.1949 | 39.12% | 19.20% |
| Indirect effect 2 | 0.1539 | 0.0382 | 0.083 | 0.2347 | 48.24% | 23.68% |
| Indirect effect 3 | 0.0403 | 0.0186 | 0.0064 | 0.0795 | 12.63% | 6.20% |
The above results further support that the psychological atmosphere plays a mediating role between teacher–student interaction level and the effects of online learning, and learning engagement plays a mediating role between teacher–student interaction level and the effects of online learning for students. The level of teacher–student interaction and the effect of students’ online learning play a chain-mediating role (see Figure 2).