University Students’ Motivation and Engagement During the COVID-19 Pandemic: The Roles of Lockdown, Isolation, and Remote and Hybrid Learning
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PROVIDER: S-EPMC10240303 | biostudies-literature | 2023 Jun
REPOSITORIES: biostudies-literature
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Project description:This study investigates the validity of path models in which interpersonal motivation positively predicts behavioral, emotional, and cognitive engagement, and behavioral engagement positively predicts superior performance in collaborative learning in university classes. The path model was tested using structural equation modeling. The results of the analyses showed that weak positive paths from identified regulation to all three aspects of engagement were substantial. In addition, a weak positive path from intrinsic motivation was significant for emotional engagement. For performance, the weak positive path from behavioral engagement was statistically significant. Based on these results, the implications of the motivation theory and practice in higher education are discussed.
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Project description:Academic dishonesty is a common problem at universities around the world, leading to undesirable consequences for both students and the education system. To effectively address this problem, it is necessary to identify specific predispositions that promote cheating. In Polish undergraduate students (N = 390), we examined the role of psychopathy, achievement goals, and self-efficacy as predictors of academic dishonesty. We found that the disinhibition aspect of psychopathy and mastery-goal orientation predicted the frequency of students' academic dishonesty and mastery-goal orientation mediated the relationship between the disinhibition and meanness aspects of psychopathy and dishonesty. Furthermore, general self-efficacy moderated the indirect effect of disinhibition on academic dishonesty through mastery-goal orientation. The practical implications of the study include the identification of risk factors and potential mechanisms leading to students' dishonest behavior that can be used to plan personalized interventions to prevent or deal with academic dishonesty.
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Project description:The COVID-19 pandemic and its associated stressors have impacted the daily lives and sleeping patterns of many individuals, including university students. Dreams may provide insight into how the mind processes changing realities; dreams not only allow consolidation of new information, but may give the opportunity to creatively "play out" low-risk, hypothetical threat simulations. While there are studies that analyze dreams in high-stress situations, little is known of how the COVID-19 pandemic has impacted dreams of university students. The aim of this study was to explore how the dream content of students was affected during the university COVID-19 lockdown period (March-July, 2020). Using online survey methods, we analyzed dream recall content (n = 71) using the Hall-Van de Castle dream coding system and Fisher's exact tests for sex comparisons. Preliminary results indicate that female students experienced more nightmares as compared to male students. Dream analysis found that, relative to normative American College Student (ACS) samples generated pre-COVID-19, women were more likely to experience aggressive interactions in their dream content, including increased physical aggression. Results indicate that university students did experience changes in dream content due to the pandemic lockdown period, with women disproportionally affected. These findings can aid universities in developing support programs for students by bringing forth an understanding of students' concerns and anxieties as they process the "new normal" of social distancing.
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Project description:Student engagement in online learning enhance students performance and the outcomes of the learning process in online learning environment. The existed literature revealed various factors influencing student engagement in online leaning, however these studies were before the COVID-19 crisis. The purpose of the current paper is to explore the factors that influence student engagement in online learning during the COVID-19 crisis in middle school settings in developing countries where is a lack of studies about the factors influencing student's engagement in emergency remote learning during the crisis. A qualitative approach was used for data collection and analysis. Semi-structured interviews with 34 participants (14 students, 13 teachers, and 7 parents) were conducted for 20-30 min. Furthermore, online class observations were used for data collection; 13 online classes were observed. Each class was 40 min. A thematic analysis was used to categorize the findings into themes and subthemes. The findings of the study revealed that various factors influence student engagement in online learning during the crisis including infrastructure factors, cultural factors, digital inequality, and the threat to digital privacy. Cultural factors were the important factor that influences females because of parents' culture and their bias against females using online learning compared to male students. Teachers' presence and quality of content were the major factors that influence student engagement, where parental concerns, norms, and traditions emerged as the major factors in the crisis, influencing engagement. Most of the participants reported that teaching and learning online during the crisis has broadened the digital inequality and threatened their digital privacy which influenced negatively student engagement. The limitations of this research included the limited number of participants covering a large geographic area, and the research design using diverse and often limited educational software and delivery methods. Future studies could utilize a mixed-method approach and include more participants.Supplementary informationThe online version contains supplementary material available at 10.1007/s10639-021-10566-4.
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Project description:Although there is consensus about the importance of students' satisfaction with their academic studies as one facet of academic success, little is known about the determinants of this significant outcome variable. Past research rarely investigated the predictive power of multiple predictors simultaneously. Hence, we examined how demographic variables, personality, cognitive and achievement-related variables (intelligence, academic achievement), as well as various motivational constructs were associated with three different dimensions of satisfaction (satisfaction with study content, satisfaction with the conditions of the academic program, satisfaction with the ability to cope with academic stress) assessed approximately 2 years apart. Analyzing data of a sample of university students (N = 620; M age = 20.77; SD age = 3.22) using structural equation modeling, our results underline the significance of personality and motivational variables: Neuroticism predicted satisfaction with academic studies, but its relevance varied between outcome dimensions. Regarding the predictive validity of motivational variables, the initial motivation for enrolling in a particular major was correlated with two dimensions of subsequent satisfaction with academic studies. In contrast, the predictive value of cognitive and achievement-related variables was relatively low, with academic achievement only related to satisfaction with the conditions of the academic program after controlling for the prior satisfaction level.
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Project description:The outbreak of the coronavirus disease 2019 (COVID-19) has resulted in widespread university lockdown. However, impacts of the university lockdown on the learning and academic development of university students have not been thoroughly investigated. The current study examined college students' changes of learning outcomes during the COVID-19 lockdown period and clarified what might explain individual differences in students' learning outcomes after they had learned from home for a whole semester when universities were physically closed due to the COVID-19 pandemic. Data were derived from a longitudinal study examining the development of college students including students' academic achievement and critical thinking (including both skills and dispositions) before and after the university lockdown. We observed significant decreases in critical thinking skills and dispositions from pre- to post-lockdown. Both perceived academic achievement and critical thinking exhibited greater variability after the lockdown. In addition, students' readiness for online learning, especially their self-management skills, consistently predicted post-lockdown learning outcomes after controlling for pre-lockdown outcomes and family socioeconomic status (SES). Those who have assumed more responsibilities at home, or who were more vulnerable to emotional distress during the pandemic, performed less well in post-lockdown learning outcomes. These findings call for better management of student learning and development when major changes are required in higher education practices for responding to the ongoing COVID-19 crisis as well as other potential situations.
| S-EPMC9643715 | biostudies-literature
Project description:BackgroundThe COVID-19 pandemic has triggered major changes worldwide, with repercussions on mental health and education. The present study primarily aimed to retrospectively explore undergraduate students' risk perceptions of COVID-19 and their experiences with remote learning during the pandemic, with an emphasis on their high school years.MethodsThis qualitative photovoice study was conducted between 30 March and 4 May 2023. The target population of this study was first- and second-year undergraduate students who had been in high school during the pandemic. Maximum variation, snowball, and convenience sampling methods were used to recruit students. They were asked to share photos and provide comments in written or voice messages explaining their experiences during the pandemic. Voice messages were manually transcribed verbatim. A manual content analysis of these comments was performed to derive the codes and themes relevant to the study objectives.ResultsForty-seven students initially agreed to participate and signed an informed consent form. However, the final sample included 16 students (nine men and seven women). The content analysis revealed four themes that were identified as the main factors contributing to high school students' risk perceptions of COVID-19. The first theme was psychosocial factors related to the pandemic, including emotions, isolation and stress. The second focused on the mechanisms used to cope with the pandemic. The third theme included beliefs and behaviours that either increased or decreased COVID-19 risk. The final theme addressed schools' responses to COVID-19, including factors such as maintaining connections with schools, preventive measures and the transition to remote learning.ConclusionThis study highlighted the extensive impact of the pandemic on Palestinian high school students, demanding instantaneous adaptation to ensure their safety and well-being while maintaining the quality of education. Remote learning has become an important strategy with opportunities and challenges for high school students.
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Project description:Background: The COVID-19 pandemic has been affecting everyone's daily life in unknown measures since its outbreak. Nearly all Universities around the globe were affected. Further, young people and University students in particular, are known to be vulnerable for developing mental disorders. This study aims to examine the mental health social and emotional well-being and perceived burdens of University students during COVID-19 pandemic lockdown in Germany. Materials and Methods: This cross-sectional and anonymous online survey among University students assessed mental health status with standardized measures (depressive symptoms, alcohol and drug consumption, and eating disorder symptoms), attitudes toward the COVID-19 pandemic and perceived burdens, and social and emotional aspects of the pandemic (social support, perceived stress, loneliness, and self-efficacy). Results: In total, N = 3,382 German University students participated. Nearly half of the students (49%) reported that they are worried or very much worried about the COVID-19 pandemic. The majority supports the governmental lockdown measures (85%). A Patient Health Questionnaire-9 (PHQ-9) sum score of 10 or above, indicating clinically relevant depressive symptoms, was reported by 37% (n = 1,249). The PHQ-9 sum score was on average 8.66 (SD = 5.46). Suicidal thoughts were indicated by 14.5% of the participants. Levels of depressive symptoms differed significantly for the different self-rated income changes during the pandemic (increase, decrease, no change in income). Further, levels of depressive symptoms and suicidal ideation differed significantly for students from different faculties. Multiple regression analyses revealed that not being a parent, having no indirect social contact one or two times a week, higher perceived stress, higher experienced loneliness, lower social support, and lower self-efficacy significantly predicted higher scores of depressive symptoms, also higher hazardous alcohol use, and higher levels of eating disorder symptoms. Other aspects of lifestyle such as social and cultural activities, dating, and hobbies were reported to be negatively affected during the pandemic. Conclusion: The present study implies that University students are vulnerable and due to elevated depressive symptoms at risk, being hit hard by the pandemic, but are in general coping adaptively. Low-threshold online interventions promoting help-seeking and also targeting various mental health conditions might bridge the gap the COVID-19 pandemic opened up recently.
| S-EPMC8055863 | biostudies-literature
Project description:The COVID-19 pandemic required an abrupt shift from face-to-face to online instruction for many students in higher education in the United States. Prior research has raised some concerns about both equitable access to online courses, and the quality of instruction in online courses compared to face-to-face courses. This survey study included a retrospective pretest approach to comparing students experiences before and after the transition to online instruction. The sample of 1731 students ranged across all available topics of study and all class standings from first-year students to doctoral students at a R1: Doctoral Universities-Very High Research Activity university according to the Carnegie classifications. Quality of instruction was addressed through the three principles of Universal Design for Learning. Students reported that most areas of quality of instruction were poorer after the transition, with having Engagement dropping by the largest effect size. However, Representation showed a small effect of improvement following the transition. Students who preferred online instruction reported less loss of instructional quality. Similarly, students eligible for disability services also reported less loss of instructional quality. Doctoral students reported significantly poorer access on multiple measures compared to all four years of undergraduate students' standings. Results are discussed in terms of patterns, exceptions, effect sizes, and recommendations for future research.Supplementary informationThe online version contains supplementary material available at 10.1186/s41239-021-00296-5.
| S-EPMC8594957 | biostudies-literature