It's just that uncertainty that eats away at people: Antarctic expeditioners' lived experiences of COVID-19.

With Antarctic expeditioners popularly portrayed in the media during the pandemic as both heroic stalwarts better equipped than any other people to deal with the rigours of isolation and, paradoxically, the only people untouched by the virus, it was all too easy to ignore the actual experiences of those working in the continent. Drawing on the experiences of expeditioners in the Australian Antarctic Program from 2019-21, this article provides a counter to popular media perspective by exploring how COVID-19 protocols-including quarantine and social distancing-affected expeditioners' individual well-being and their experiences of the social environment. We argue that Antarctic life during COVID-19 has not been as detached from the rest of the world nor as heroic as the popular media has suggested, but nonetheless provides important insights for survival in isolated, confined, and extreme environments (ICE) and non-ICE environments at a time of pandemic.

COVID-19 Beliefs, Self-Efficacy and Academic Performance in First-year University Students: Cohort Comparison and Mediation Analysis.

Students' learning contexts can influence their learning beliefs and academic performance outcomes; as such, students studying during the COVID-19 outbreak may be at risk of negative impacts on their academic self-efficacy and subject grades compared to other cohorts. They may also have specific beliefs about the impact of COVID-19-related changes on their capacity to perform, with potential consequences for self-efficacy and academic performance. Two weeks after the COVID-19-related transition to online-only learning, 89 first-year psychology students completed a measure of academic self-efficacy and indicated how they thought COVID-19-related changes would impact their capacity to perform in a psychology subject. At the end of the semester, subject grades were obtained from institutional records. Contrary to expectations, neither the self-efficacy beliefs nor the subject grades of the 2020 cohort were significantly different from those of a sample of 2019 first-year psychology students (n = 85). On average, 2020 students believed that COVID-19-related changes to their learning environment had a negative impact on their capacity to perform well. A mediation analysis indicated that students' beliefs about the impact of COVID-19 on their capacity did not directly, or indirectly (via self-efficacy), predict grades. The only significant association in the model was between self-efficacy and grades. Although students reported believing that COVID-19-related changes would negatively impact their capacity to perform, there is little evidence that these beliefs influenced their academic self-efficacy or academic performance or that studying during the COVID-19 outbreak disadvantaged students in comparison with the previous years. A follow-up analysis indicated that self-efficacy was a stronger predictor of grades in the 2020 cohort than in the 2019 cohort. While there may be several unmeasured reasons for cohort differences, one potential interpretation is that, in the context of uncertainty associated with COVID-19, self-efficacy beliefs assumed relatively greater importance in terms of mobilising the resources required to perform well.