Adult learners with learning disabilities' motivation to succeed in higher education online learning during Covid-19

Many students had to transition to online learning due to the COVID-19 pandemic while other students were already enrolled in online education. Online study may hold additional struggles for students with learning disabilities. The problem addressed in this qualitative, phenomenological study was the motivating factors of online higher education students who have a learning disability during the COVID-19 pandemic. The theoretical foundation was Maslow's hierarchy of needs. Data were gathered through 10 semistructured interviews and then analyzed through the thematic analysis yielding five themes: (a) lack of professional support, (b) resources, (c) support system, (d) consistent motivation, and (e) low motivation. These findings showed that students needed support within families and educational institutions to continue to be successful in their schooling and motivated. Additionally, it showed that students needed resources to better help them succeed in their assignments. Implications for positive social change include better understanding of how students are motivated when doing online school despite the different challenges they may be experiencing. Additionally, this study may also contribute to social change by informing other students that they are not alone during the process of their education and that there are ways to continue to be motivated. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Do Academic Stress, Academic Burnout, Resilience Influence Student Achievement Motivation?

Distress in online learning issues that have caused student stress, burnout and influenced student motivation achievement in the post-COVID-19 pandemic. The survey's primary purpose was to understand the effect of academic stress, burnout, and resilience on student achievement motivation. It consisted of 152 participants of Thai and international students who filled out the questionnaires. The data were analyzed utilizing SPSS (demographic data) and Smart PLS 3. The results denoted a direct and significant influence of academic stress on burnout and resilience on achievement motivation, a positive and insignificant impact of stress on resilience and burnout on achievement motivation, and a negative and non-significant influence of stress on achievement motivation and burnout on resilience. © 2023 IEEE.

The Contribution of Self-Efficacy and Achievement Motivation on The SPIRIT Characters Building for The Students

This paper aimed to show how much Self-efficacy and Achievement Motivation contribute to the formation of SPIRIT character for the students in the post-covid-19 pandemic era when the education process is still ongoing with a combined method of online and offline learning. This research used quantitative methods and literature studies. The results of this research showed that self-efficacy and achievement motivation had not significance contribution to the SPIRIT characters building for the students. The other variables that are not discussed even have a much larger contribution. So it is interested to investigate this result. Even so, it does not mean that students do not need to pay attention to self-efficacy and achievement motivation, because even though they are small, they still need to be owned, so that the SPIRIT characters can be further developed in the post-covid-19 pandemic era. © 2022 ACM.

Qualitative study assessing the usage of mobile technology and its impact on self efficacy, motivation and willingness of high school students

The usage of mobile technology had been a burning issue in the nation with the prevalence of COVID-19 in society. The research problem was centered on the perception and acceptance of mobile technology in the education industry as it relates to students and teachers. It also ascertained the student achievement, motivation, and willingness to use mobile devices in a high school setting of students in grades ninth through twelfth. The development of mobile technology will massively impact the education industry making accessibility, and knowledge management simple. The purpose of the study was to add to the body of knowledge using a qualitative process of adoption of mobile technology by High School Students, assessing their self-efficacy, motivation, and willingness to utilize technology. The conceptual framework involved the Frame Model, in which teachers' and students' engagement and management of change, along with potential resistance to change may exist. The model considers a device's usability and the social and learner aspects of the learning. The research method for this study was qualitative in nature from a phenomenological perspective and involved 11 participants as determined by previous research as a viable population for consideration. The key results and findings clearly revealed that more than 90% showed that the education system should encourage transitioning to technology usage. Student engagement, willingness, motivation, and confidence were boosted with the use of technology. The implication is that the potential impact for positive social change at the personal, family, and organizational levels will yield satisfaction and active participation or engagement of students in the class, home, and society at large. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Comparing the effects of motivation in flipped and direct instruction for mastery learning in college precalculus

A lack of mathematics facility prevents many students from pursuing majors in science, technology, engineering, and mathematics. Research revealed that teaching methodology is crucial for success in any course. This dissertation focuses on learners' experiences in a flipped instructional model and a customized direct instructional model. Although the flipped instruction model is gaining popularity among teachers of secondary and post-secondary schools due to permeating access to the internet and digital technology, especially during the recent global Covid-19 pandemic, the flipped teaching method is faced with resistance from both instructors and students. The COVID-19 global pandemic has inspired the education community to rethink the way we teach college courses by promoting active learning strategies for equitable learning, including all variants of blended learning or hybrid instruction. This study investigates the prospects of pedagogical methods (flipped instructional model vs direct instructional model) on college students' course satisfaction, mastery learning, and long-term academic achievement. In total, 90 undergraduate students participated in the study;33 students were taught precalculus using flipped instruction, and 57 received direct instruction. The sequential explanatory mixed methods design (Creswell & Clark, 2007;Teddlie & Tashakkori, 2009) was used to determine predictive abilities of the instructional methods on learning and achievement, and course satisfaction, after controlling for the learner's cognitive and affective background characteristics. The dissertation further explores students' perceptions of the factors affecting their motivation to learn and succeed in Precalculus regardless of the type of teaching method they received. This study considered the effects of undergraduates' mindsets and motivation beliefs, teacher and teaching qualities, experiential behavior of the student, the curriculum, and other factors on their academic performances in introductory college mathematics by collecting, analyzing, and interpreting data from self-reporting surveys, semi-structured interviews, analytical memos of classroom observations, Precalculus and Calculus1 grades, course evaluation, and artifacts of educational activities. The findings indicated that the flipped instructional model supports short-term learning achievement, while the direct instructional model instruction facilitates learning retention. Course satisfaction ratings were comparable. The study also identified three types of mindsets (i.e., a fixed, a growth, or a mixed mindset) and fourteen factors that impacted achievement in the course. This study found that the quality of the learning space, course organization and structure, student's aptitude based on his/her background knowledge, mindsets, motivation beliefs, and teacher's expertise and relationship with the students impacted learning in a course. The ability to harmonize the identified factors affecting student motivation to learn is the culmination of effective learning and success. For example, this dissertation study revealed that mindset beliefs were not diametrical as reported in the literature;rather a student might hold a fixed mindset belief on a topic and become enthusiastic and cognitively engaged on the next. The study's findings provide educators and researchers with evidence to evaluate the implications of students' perceptions of factors affecting their motivation to learn and to succeed in introductory mathematics. The attainment of desired learning outcomes is possible if educators spend time creating quality educational activities that can stimulate the learners' interest to learn, then provide necessary cues to boost their motivation for continued cognitive engagement and participation, as well as guide and support the students to accomplish their desired achievement goals. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Exploring motivating factors of traditionally trained first-year teachers: A qualitative study

The problem among teacher retention is an issue as the annual teacher turnover rate in several countries is between 13-15%. With the increase in teachers selecting alternative paths or emergency permits, this study aimed to explore the motivational factors of traditionally trained, first-year, full-time, K-12 public teachers. The education motivational research specifically focused on preservice experience, early teacher experience, teacher motivation approaches, and recruitment and retention motivation. Although there is a lot of research on motivation, the research gap did not provide motivational factors specifically aimed at the traditionally trained, first-year, full-time, K-12 public teachers. The study contributed to the field of education by providing the motivational factors from the teachers' own experiences through a basic qualitative approach with semi-structured interviews. The purpose of this basic qualitative study was to explore the motivational factors traditionally trained, first-year, full-time, K-12 public school teachers. The theoretical framework for the study was Herzberg's motivation-hygiene theory. The population for this study consisted of 10 traditionally trained, full-time K-12 public school teachers. Using thematic analysis, four motivational factor themes emerged: affirmation, support, job selection, and pandemic impact. The teachers were motivated by affirmation, acknowledgement of their conscientious application to the profession and knowing they were making a difference among their students. The teachers were motivated by support through having balance and opportunities for professional growth. The teachers were motivated by the ability to select the position and school district. On the opposite spectrum, the pandemic impact motivated teachers in making the decision to return to the classroom the following year. The study includes the COVID-19 restrictions, specifically the interviews being conducted virtually. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Comparing Canadian fourth graders' print and internet literacy: Contributions of motivation and early home literacy experiences

Recent education-based challenges related to the COVID-19 pandemic, as well as a growing need to read and understand multiple internet-based sources in both academic and daily life, have highlighted the importance of better understanding how children read and learn both online and in traditional print-based environments. Previous research suggests that there may be some differences in the ways children approach and process internet-based and print-based literacy-focused tasks. Research has also demonstrated a strong link between student motivational factors, early home-based literacy experiences and reading comprehension, but it is unclear if these factors contribute equally to print-based and internet reading comprehension. The current study used data of 4451 students from the Canadian sample of the PIRLS 2016 study, an international literacy study designed to assess fourth grade students' print-based reading comprehension and internet literacy. Students' home and early literacy experiences and motivation were examined in relation to their print-based reading comprehension of informational text (PIRLS) and internet literacy scores (ePIRLS). Results showed a statistically significant positive relation between early home literacy and both print-based reading comprehension and internet literacy as well as between motivation and each reading outcome. Additionally, a mediation model demonstrated that print-based reading comprehension only partially mediates the relation between home literacy and internet literacy as well as the relation between motivation and internet literacy. This study highlights the importance of focusing on factors that influence children's internet literacy, above and beyond print-based reading comprehension. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Embedding choice making into the self-regulated strategy development instructional approach for students in a residential treatment facility

Students with emotional behavioral disorders often exhibit comorbid academic and behavior deficits and benefit from strategies that address those needs. Writing can be significantly difficult for students with EBD due to the complex requirements when completing written activities. Chapter 1 consists of two research to practice papers discussing how to address deficits in persuasive writing skills and behavior needs through explicit instruction in persuasive writing strategies (e.g., self-regulated strategy development) and embedded function-based choice making. Chapter 2 consists of a multiple probe across students with embedded reversal single case design on POW+TREE, a persuasive writing strategy used within the self-regulated strategy development (SRSD) instructional approach. Three students in grades 3rd, 5th and 6th with emotional behavioral disorders were recruited to receive SRSD POW+TREE with embedded function-based choice making in a residential education setting. The number of pers essay elements and a variety of writing quality indicators along with student motivation and active academic engagement were examined. Participants who completed the study demonstrated varied engagement and an increase in included essay elements along with overall essay quality and increased motivation to write persuasively. Implications for teachers, limitations, and future directions are presented. Data collection and results of this study were impacted by the COVID-19 pandemic. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The impact of COVID-19 on identity formation, coping, and college transition of NCAA greek student-athletes

The spread of Covid-19 has been a disruptive force on society, wreaking unprecedented havoc on people's daily lives. This unwelcomed disruption has mirrored elements of forced transition, bringing psychological symptoms and the psychosocial impact previously seen in athletes whose athletic careers are unexpectedly terminated by injury, deselection, or another similar traumatic event. For International Student-Athletes (ISA), the transition to college is a period marked by multiple challenges since they have to adjust to a new academic, athletic, social, and cultural environment. Covid-19, perceived as a significant transition, hit the first-year ISAs while going through the traditional process of transitioning to college. This study explored the perceptions of Greek student-athletes who experienced the Covid-19 transition during their first year of college in the United States. Aspects of subjective well-being and identity formation were assessed. Using the Consensual Qualitative Research methodology (CQR), findings suggest that studying and playing at a competitive level was the top motivation for Greek ISAs to pursue a degree in the United States. The American experience favorably impacted Greek ISAs (e.g., maturity, open-mindedness, professionalism), while the compulsory athletic restriction and social isolation during the Covid-19 outbreak posed additional psychosocial challenges. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The perception of coaches of the impact of the COVID-19-related shutdown of sports in the spring 2020 on the academic performance and mental health of high school student-athletes in Bergen County, New Jersey

The purpose of this study was to examine how coaches perceived the shutdown of sports, due to the COVID-19 pandemic in the Spring of 2020, impacted the academic performance and mental health of high school student-athletes in north New Jersey. To conduct this study, the researcher conducted semi-structured interviews asking open-ended questions of 11 coaches from Bergen County who were employed during the 2020 Spring season as coaches and teachers in the high schools they represented. At the base grounding this study was Self-Determination Theory (SDT), as proposed by Ryan and Deci (2000). Through the examination of interview responses, the researcher determined that the shutdown of sports had a negative impact on the academic performance, academic motivation, and mental health of student-athletes. While the impact on the academic performance of student-athletes was perceived to be comparable by some to others in the building, evidence indicated that the shutdown of sports hurt student-athletes because of factors that included social isolation, a lack of physical activity, and the perceived loss of a reason to attend school. The coaches also perceived that the mental health of student-athletes, both male and female, was impacted by the shutdown of high school sports in 2020. Especially impacted by the lockdowns were senior athletes who were hurt because of the loss of opportunities to achieve certain goals in their last year of high school and interference with college opportunities that arose as a result of the shutdown of sports during the pandemic. Lastly, it was found the coaches shared varying recollections in terms of the impact of the shutdown of sports on male athletes compared to female athletes, with the belief that male athletes were more negatively affected, both academically and from a mental health standpoint. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Correction to: The acceptance of learning management systems and video conferencing technologies: Lessons learned from COVID-19

Reports an error in "The acceptance of learning management systems and video conferencing technologies: Lessons learned from covid-19" by Mark Anthony Camilleri and Adriana Caterina Camilleri (Technology, Knowledge and Learning: Learning mathematics, science and the arts in the context of digital technologies, Advanced Online Publication, Aug 12, 2021, np). In the originally published article, the authors identified an error in Fig. 1. The correct Fig. 1 and its caption are given in this erratum. The original article has been revised. (The following of the original article appeared in record 2021-76378-001). During the outbreak of the Coronavirus (COVID-19) pandemic, higher education institutions (HEIs) have shifted from traditional and blended learning approaches to a fully virtual course delivery. This research investigates the students' perceptions on remote learning through asynchronous learning management systems (LMS) and via synchronous video conferencing technologies like Google Meet, Microsoft Teams or Zoom, among others. The data was gathered from a sample of 501 higher education students in a Southern European context. A survey questionnaire included measures that investigated the participants' acceptance of interactive technology to better understand their utilitarian motivations to use them. The findings suggest that the research participants accessed asynchronous content and interacted with online users, including with their course instructor, in real time. While there are a number of theoretical or opinion papers on the impact of COVID-19 on higher education services, currently, there are still a few empirical papers that shed light on the factors that are having an effect on the students' attitudes and intentions to utilize remote learning technologies. This contribution underlines the importance of maintaining ongoing, interactive engagement with students, and of providing them with appropriate facilitating conditions, to continue improving their learning journey. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Hybrid learning: A qualitative case study of a school reopening during the COVID-19 pandemic

In August 2020, California Governor Gavin Newsom announced that all schools would be on distance learning if their county COVID-19 cases were too high. However, one district, Lucerne Valley Unified, wanted to get their elementary students back to in-person instruction and not experience a considerable amount of learning loss. So, the district worked alongside county health officials and applied for a waiver to get all of their TK-6th grade students back, first focusing on students in special education, English language learners, and those deemed at-risk of failing. This case study focuses on Ridgemont School's journey to provide hybrid instruction and how they met the needs of at-risk students from special populations. The case study analyzes the interviews of ten employees at the school and 25 parents whose children participated in the hybrid learning model for the 2020-2021 school year. It also shares the personal account of the researcher who is a participant observer sharing my thoughts and feelings during those events. Children's data from the interviewed parents were also included to demonstrate the program's success. This case study revealed that schools could reopen safely under crisis if appropriate strategies are applied, motivations fuel the mission of an organization, and hybrid learning is impactful for student progress. Since there is limited research on hybrid learning during the COVID-19 pandemic, the study provides a written account of how individuals worked through the crisis and their motivations. These accounts were analyzed to answer the four research questions. The case study answered the following questions: What was the reopening process? How did this process develop? What motivated stakeholders to reopen? What setbacks and challenges did the school encounter while reopening, and how did the stakeholders cope with those challenges? How did the school meet the needs of groups like Specialized Academic Instruction (SAI) and English Learners (EL) in this hybrid learning model? The study shared that the reopening process involved many stakeholders and required schools to meet the safety regulations mandated by the local health department. Results shared that stakeholders' motivations focused on having students return for quality instruction and social-emotional learning. Participants also shared that factors like fear/anxiety, mandates, socialization, and the internet contributed to many issues during the reopening process. The case study also reveals the school's services to particular subgroups to have them return for additional days. These feelings and accounts are reported in the research and highlight the themes that emerge from the interviews and various documents. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Stepping up to Global Challenges (SGC): Empowering Students across the World

Stepping up to Global Challenges (SGC) aimed to provide students with opportunities for language practice through task-based learning activities and the use of digital platforms for interaction. Marketing students at the Polytechnic of Viseu, Portugal, collaborated with peers from Poland and Turkey, choosing an image on entrepreneurship and posting it on the SGC Facebook page to solicit comments from their own and other groups. This was one of the tasks assigned during the 2nd semester of 2019/20, under the constraints of COVID-19. We analyzed the students' choices, main difficulties, and motivation to persist in learning and improving their skills to share knowledge with (inter)national peers. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Examine the relationships between health-related quality of life, achievement motivation and job performance: the case of Taiwan hospitality industry.

BACKGROUND: Employees are considered as one of the most important assets in many organizations, and their health well-being is critical to help achieve a sustainable and motivated workforce that is committed to delivering quality hospitality services through enhanced performance and productivity. Given the extent of the challenges and impact presented by the COVID-19 pandemic to the hospitality industry, it is timely to gain further insights on employees' health well-being. The key purpose of this study is to examine the relationships between health-related quality of life, achievement motivation and job performance in the Taiwan hospitality industry, to acquire a better understanding of their relationships through the job performance pathway models. METHODS: This study has used a purposeful sampling technique to select the 10 highest-earning hospitality companies in Taiwan. A total of 292 questionnaires were collected from the employees of these hospitality companies. Based on the multi-dimensional concept of health-related quality of life (HRQoL), the relationships between the five key dimensions (i.e. psychological health, physical health, social health, achievement motivation, and job performance) were examined. To measure these dimensions, the survey questions were adapted from previous research such as the World Health Organization's WHOQOL-BREF scale, Minnesota Satisfaction Questionnaire. Partial least squares - Structural Equation Modeling method was used to explore these dimensions, and two job performance pathway models (for manager and staff) were subsequently developed. RESULTS AND CONCLUSIONS: Findings showed that psychological health directly affected the manager's job performance and physical health had a similar effect through social health. While psychological health had not affected the staff's job performance, but it could affect achievement motivation through both direct and indirect effects of social health. The pathway models that were developed indicated that the manager's job performance was mainly affected by psychological health and social health, whereas the key dimension that had affected the staff's job performance was achievement motivation.

Narrating a mandated shift to online instruction during a global crisis: COVID-19 pandemic

The arrival of the COVID-19 pandemic in February of 2020 made online learning in higher education a necessity. Because faculty are key to the success of online instruction, their attitudes, experiences, and motivation need to be understood and respected (Hoffman, 2018). Some faculty more readily adapt to online learning instruction than others. Little is yet known about the impact the required "pivot" to solely online instruction, also termed emergency remote transition (ERT), had on faculty experience and motivation to teach online including those who may or may not have had previous experience with online instruction, particularly in dietetic education. Using transcendental phenomenology (Moustakas, 1994) and self-determination theory (Deci & Ryan, 1985) frameworks, this case study of a private research/teaching university in upstate NY examined the phenomenon of faculty members' abrupt transition to online teaching during a global crisis encountered in the spring semester of 2020. Data describing the participant experience/narrative was collected via semi-structured interviews with faculty participants and researcher field notes, contemporary and scholarly literature, and university documents/artifacts. Qualitative coding methods were used to identify themes and assertions. The COVID-19 pandemic required academia to swiftly transition to online learning while maintaining the rigor of academic programs. This "forced shift", while painful, may provide an opportunity to reimagine course instruction and delivery as pedagogy in higher education continues to evolve and encompass increased use of digital modalities. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The Relationship between Short Video Flow, Addiction, Serendipity, and Achievement Motivation among Chinese Vocational School Students: The Post-Epidemic Era Context.

Since the COVID-19 outbreak, people have been spending more time in the online world because of restrictions on face-to-face communication due to epidemic prevention controls. This has also brought the issue of Internet addiction, including the overuse and negative effects of short videos, to the forefront of attention. Past research has found that Internet addiction has a negative impact on well-being. However, there is a special concept of positive emotion called "serendipity" (). Serendipity provides a small, fleeting but positive experience, yet it is often associated with negative perceptions from an outside perspective. However, the relationship between short video addiction and serendipity is not yet known. Based on this, a theoretical model was developed in the context of the I-PACE model. To understand the relationship between short video addiction and serendipity among college students, in this study, we conducted snowball sampling and distributed online questionnaires using the Wenjuanxing platform. The target population of the questionnaire distribution was vocational college students in China, of whom 985 valid study participants responded, yielding a valid return rate of 82.1%. Of the respondents, 410 (41.6%) were male and 575 (58.4%) were female. The results were as follows: a. short video flow had a positive relationship with serendipity, a negative relationship with achievement motivation, and a positive effect on short video addiction; b. short video addiction had a positive effect on serendipity and a negative effect on achievement motivation; and c. serendipity had a negative impact on achievement motivation. This shows that short video addiction, like other Internet addictions, can have a negative impact on students' learning.

Achievement Motivation and Response in Implementation of Online Learning during the Covid-19 Pandemic and Their Relationship with Students' Learning Outcomes

Efforts to prevent the development of the spread of Covid-19 in the education unit environment are the shift from face to face learning to distance learning by using online media. Online learning is one of the efforts to build and create active learning based on information and communication technology to support government programs in preparing students to become a generation that is ready to welcome the industrial revolution 4.0 era in 21st century learning. For online learning to run effectively and provide good learning outcomes optimal motivation is needed for students to study and discuss the material independently. This study aims to examine the relationship between achievement motivation and student learning outcomes and describe student responses in the implementation of online learning during the Covid-19 period. The form of research uses mixed methods with commensurate status, namely using a qualitative descriptive approach and a quantitative approach. A qualitative descriptive approach is used to describe student responses to online learning. While the quantitative approach is used to examine the relationship between achievement motivation and student learning outcomes. The research sample is 4th semester students in the even period of the 2020/2021 academic year totaling 99 students. Sampling using cluster random sampling technique. Data collection techniques using indirect communication techniques and measurement techniques. Data collection tools are achievement motivation scale, response questionnaire and learning outcomes test. Testing the research hypothesis, used the Kendall Tau test. The results showed that (a) There were 95.5% of students liked Google Meet;53.7% liked WhatsApp;28.4 liked email;10.4 liked Google Classroom;9.9% liked Edmodo and 0.9% liked You Tube;(b) Most of the students' responses to the online learning process showed a positive response. Most of the responses to learning interactions show a negative response. While the response to the availability of facilities, most of the student responses were positive;(c) The results of Kendall Tau's analysis obtained a correlation number of 0.329. This shows that there is a relationship between student achievement motivation and learning outcomes. Research conclusions (a) The online platforms used by lecturers of the Mathematics Education Study Program in online lectures during the pandemic period varied. The applications most favored by students in a row are google meeting, WhatsAp, email, google classroom, edmodo and you tube. (b) Student responses to online learning are positive, except for responses to interactions in learning that are negative. (c) There is a positive and significant relationship between student achievement motivation and student learning outcomes in the implementation of online learning. © 2022 American Institute of Physics Inc.. All rights reserved.

The impact of COVID-19 on identity formation, coping, and college transition of NCAA greek student-athletes

The spread of Covid-19 has been a disruptive force on society, wreaking unprecedented havoc on people's daily lives. This unwelcomed disruption has mirrored elements of forced transition, bringing psychological symptoms and the psychosocial impact previously seen in athletes whose athletic careers are unexpectedly terminated by injury, deselection, or another similar traumatic event. For International Student-Athletes (ISA), the transition to college is a period marked by multiple challenges since they have to adjust to a new academic, athletic, social, and cultural environment. Covid-19, perceived as a significant transition, hit the first-year ISAs while going through the traditional process of transitioning to college. This study explored the perceptions of Greek student-athletes who experienced the Covid-19 transition during their first year of college in the United States. Aspects of subjective well-being and identity formation were assessed. Using the Consensual Qualitative Research methodology (CQR), findings suggest that studying and playing at a competitive level was the top motivation for Greek ISAs to pursue a degree in the United States. The American experience favorably impacted Greek ISAs (e.g., maturity, open-mindedness, professionalism), while the compulsory athletic restriction and social isolation during the Covid-19 outbreak posed additional psychosocial challenges. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Hybrid learning: A qualitative case study of a school reopening during the COVID-19 pandemic

In August 2020, California Governor Gavin Newsom announced that all schools would be on distance learning if their county COVID-19 cases were too high. However, one district, Lucerne Valley Unified, wanted to get their elementary students back to in-person instruction and not experience a considerable amount of learning loss. So, the district worked alongside county health officials and applied for a waiver to get all of their TK-6th grade students back, first focusing on students in special education, English language learners, and those deemed at-risk of failing. This case study focuses on Ridgemont School's journey to provide hybrid instruction and how they met the needs of at-risk students from special populations. The case study analyzes the interviews of ten employees at the school and 25 parents whose children participated in the hybrid learning model for the 2020-2021 school year. It also shares the personal account of the researcher who is a participant observer sharing my thoughts and feelings during those events. Children's data from the interviewed parents were also included to demonstrate the program's success. This case study revealed that schools could reopen safely under crisis if appropriate strategies are applied, motivations fuel the mission of an organization, and hybrid learning is impactful for student progress. Since there is limited research on hybrid learning during the COVID-19 pandemic, the study provides a written account of how individuals worked through the crisis and their motivations. These accounts were analyzed to answer the four research questions. The case study answered the following questions: What was the reopening process? How did this process develop? What motivated stakeholders to reopen? What setbacks and challenges did the school encounter while reopening, and how did the stakeholders cope with those challenges? How did the school meet the needs of groups like Specialized Academic Instruction (SAI) and English Learners (EL) in this hybrid learning model? The study shared that the reopening process involved many stakeholders and required schools to meet the safety regulations mandated by the local health department. Results shared that stakeholders' motivations focused on having students return for quality instruction and social-emotional learning. Participants also shared that factors like fear/anxiety, mandates, socialization, and the internet contributed to many issues during the reopening process. The case study also reveals the school's services to particular subgroups to have them return for additional days. These feelings and accounts are reported in the research and highlight the themes that emerge from the interviews and various documents. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Achievement Motivation and Learning Behavior of Students During COVID-19 Pandemic: Gender Differences

This study aimed to describe and compare the achievement motivation and learning behavior based on male and female students in Indonesia. Respondents have involved 902 female high school students and 637 male high school students using the cluster random sampling technique. Data were collected using a scale of achievement motivation and learning behavior with has a validity coefficient of items in the range of 0.362 to 0.724, and each had Cronbach’s alpha reliability of 0.811 and 0.866;data analyzed by descriptive and Mann-Whitney tests. The results showed significant differences in the level of achievement motivation and learning behavior of male and female students. Female students showed better achievement motivation and learning behavior than male students. This study discussed by compare between several countries and recommends the need for guidance and counseling services to increase achievement motivation and student learning behavior based on gender differences. © 2022, Pegem Egitim ve Ogretim Dergisi. All Rights Reserved.