Loneliness Prevention in Online Learning: Psychological Support Moderating Emotion Regulation, Teacher-Student Interaction, and Social Isolation in Higher Education

This study explores the role of psychological support in moderating the relationship between emotion regulation and teacher-student interaction, specifically addressing its impact on loneliness and social isolation among university students in online learning environments. By utilizing a mixed-methods approach, the research examines how emotional regulation strategies like cognitive reappraisal can mitigate feelings of loneliness, while poor emotional regulation, such as emotional suppression, exacerbates isolation. The findings underscore the importance of fostering strong teacher-student interactions to alleviate the psychological and emotional toll of online learning, offering strategies to combat social isolation and enhance well-being.Using a mixed-methods approach combining educational data mining (EDM) and neural network analysis, we analyzed behavioral logs and self-reported data from 1,200 Chinese university students. Results revealed that cognitive reappraisal strategies significantly enhanced psychological fitness, while emotional suppression correlated with adverse outcomes. Teacher-student interaction quality mediated these effects, particularly in online environments. Our findings highlight the need for personalized psychological interventions and data-driven models to support students’ mental health in digital education. This study contributes to educational psychology by integrating machine learning with traditional surveys, offering scalable solutions for cross-disciplinary mental health challenges.