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Background: University counselling services assume a fundamental support function for students who are facing moments of crisis during their academic career. Such services often aim to reduce drop-out rates and achieve improvement in terms of psychological well-being. COVID-19 contagion containment measures have also had an impact on the psychological health of university students and their ability to cope with important developmental tasks. It has become necessary, therefore, to offer online counselling services which has become, however, the means of choice to support students during the university course in the pandemic era, as a complementary intervention to the traditional face-to-face approach. Methods: In a clinical and health psychology perspective, this study aims to analyze the efficacy of 13 online counselling groups involving 66 underachieving students, lagging with their studies. The intervention has adopted the methodology of the Narrative Mediation Path, which aims at promoting mentalization, academic engagement and psychological well-being in order to have an impact on students' academic performance and prevent university dropouts. At the beginning and end of counselling the following measures were administered: a) Reflective Functioning Questionnaire, b) Psychological General Well-Being Index Short Form, c) Academic Performance Inventory, d) University Student Engagement Inventory, e) Group Climate Questionnaire. Results: The results showed that online counselling groups enabled an overall improvement in all the variables considered. Conclusion: Overall, the present study showed the efficacy of the online group counselling service in supporting students during the pandemic period and in coping with the difficulties encountered during the academic career © 2023 by the Author(s);licensee Mediterranean Journal of Clinical Psychology, Messina, Italy. This article is an open access article, licensed under a Creative Commons Attribution 4.0 Unported License
ABSTRACT
Introduction: During the COVID-19 pandemic, the mental health of students was affected due to social isolation and the repercussions of this context. In this sense, it becomes important to analyze and reflect on the current situation of academic engagement, a determining factor of their academic performance. Objective: Analyze the academic engagement of Peruvian Nursing students upon their return to face-to-face classes. Methods: The approach was quantitative, a non-experimental design, and the type, descriptive, and transectional. The academic engagement of 200 students in the Nursing career was evaluated through the application of the UWES-S Scale, an instrument with adequate levels of validity based on the content and reliability. Results: It was found that the academic engagement of 57 % of the students was high, 34.5 % was moderate and 8.5 % was low. Likewise, the dimensions that had a better assessment were dedication and absorption, which were located at the high level, while the vigor dimension had a lower assessment, since the moderate level predominated. On the other hand, it was determined that the academic engagement of the students was significantly associated with some sociodemographic variables such as gender and age group to which they belonged (p<0.05). Conclusion: The students of the Nursing career were characterized by presenting high levels of academic engagement upon return to faceto-face classes, for which universities must encourage the promotion of cognitive, affective, and attitudinal dimensions of students to strengthen said commitment. © 2023 Academia Nacional de Medicina. All rights reserved.
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Graduate education, especially at the doctoral level, provides students with opportunities to learn, grow, and gain independence as scholars, as well as gives rise to a certain degree of stress. The stress level that the program itself generates as a matter of course scales up with additional challenges for some graduate students, including deficient academic engagement or, in some cases, poor relationships with their supervisors. Other additional stressors can be counted, like a reverted work-life balance, financial difficulties, a lack of permanent employment, the pressure to publish in high-impact journals and participate in conferences or congresses, and the feeling of an uncertain future. This chapter is a collaborative autoethnographic study seeking to explore the authors experiences as international doctoral students leading transnational lives in Canada. They are three international Turkish, Chinese, and Vietnamese doctoral students in a Joint Ph.D. in Educational Studies program at a Canadian university. Acknowledging the diverse demographic backgrounds-including gender, race, ethnicity, and class-the chapter aims to situate the collaboration in a critical discussion on different challenges the authors faced and resources they used while learning and sustaining doctoral studies amidst a global crisis, which are emerging themes in their findings. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Educational institutions are constantly aiming to better meet the academic needs of individuals with disabilities. As more students with disabilities attend postsecondary education settings researchers need to better understand how to apply both academic and behavioral interventions to better serve this population. Group contingencies are widely popular among educational settings to increase academic engagement and manage classroom behavior. More specifically, the classroom password is an independent group contingency intervention, often utilized in classroom settings to increase academic engagement and decrease disruptive and off‐task behaviors. Utilizing a single case design withdrawal design, researchers sought to evaluate the effectiveness of the classroom password intervention to increase academic engagement and decrease disruptive and off‐task behavior. Due to the COVID‐19 pandemic, researchers utilized the classroom password via telehealth. Overall, the current study's results demonstrate that the intervention was effective at increasing academic engagement and decreasing disruptive and off‐task behavior. Furthermore, the intervention was rated high for social validity among most participants. Future studies should continue to explore the effectiveness, generalizability, and maintenance of these results. Practitioner Points: 1.Classroom password showed increase in academic engagement for college students with intellectual disabilities.2.Classroom password demonstrated high social validity among college students and instructors.3.Group contingences can be a useful behavior intervention tool for comprehensive transition programs. [ FROM AUTHOR] Copyright of Psychology in the Schools is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
Challenges and competition are being faced in higher education. Students' unsatisfactory academic performance and dropouts are obvious problems worldwide. The "student-centered” pedagogy requires universities to pay attention to the needs of students. Research has demonstrated that academic self-efficacy is a positive psychological variable in the prevention of students becoming academically burnt out and withdrawing from their studies. By increasing academic engagement and improving academic performance, academic self-efficacy can reduce the dropout rates. This study attempted to achieve an in-depth comprehension of the nexus between academic self-efficacy and academic achievement among university students and the mediating role of academic engagement in the association between the two. A total of 258 participants were included in the cross-sectional study. The relationships among academic self-efficacy, academic engagement, and academic performance were examined using Pearson correlation coefficients. In order to examine the intermediating role of academic engagement in the relationship between academic self-efficacy and academic performance, a mediation analysis was applied. A favorable and strong correlation among academic self-efficacy, academic engagement, and academic performance was found in this study. Academic self-efficacy can be a direct predictor of academic achievement and can also be an indirect predictor of academic achievement via the intermediating effect of academic engagement. The findings of this study provide theoretical and practical recommendations for university researchers and administrators. The findings confirm the mediating role of academic engagement between academic self-efficacy and academic performance. The results provide universities with evidence for use in the design of projects and programs for the improvement of students' academic performance. Increasing the level of academic self-efficacy and enhancing academic engagement are of utmost importance for university students to maintain and improve their academic performance.
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The present study intended to examine the relationship between perceived teacher support, students' ICT self-efficacy, and online English academic engagement in the blended learning setting, especially in mobile-assisted foreign language instruction contexts. A sample of 960 Chinese undergraduate and postgraduate students was recruited to participate in the online questionnaire. SPSS version 24.0 was used for descriptive, correlation, independent samples t-test, and mediation analysis of the three variables. The results showed that: (1) there is a significant correlation between perceived teacher support, students' ICT self-efficacy, and online English academic engagement;(2) students' ICT self-efficacy partially mediates the relationship between perceived teacher support and student online English academic engagement;(3) students' ICT self-efficacies differed by sex and level of education, but not by major;(4) students' sense of self-competence in ICT self-efficacy has a significant positive influence on engagement with online English learning. The findings reveal that students' ICT self-efficacy positively impacts students' online English learning, and perceived teacher support also affects students' learning engagement. School administrators should encourage teachers to focus on students' online self-efficacy, especially the sense of environmental control. Implications and further directions for future research are presented at the end.
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Given the social and emotional tolls of the COVID-19 pandemic on college and university students, many students have become academically disengaged during the pandemic. Although some colleges and universities have the capacity to promote social support for their students, research has yet to comprehensively demonstrate the relationship between social support and academic engagement. To fill this gap, we leverage survey results from four universities across the United States and Israel. Through multi-group structural equation modelling, we explore (a) how perceived social support relates to being emotionally unavailable for learning, (b) how this relationship is partially explained through coping and COVID-19 concerns, and (c) how these relationships can differ across countries. We find that students who perceived higher levels of social support had lower rates of being emotionally unavailable for learning. Part of this relationship occurred through greater rates of coping and, subsequently, fewer concerns about the pandemic. We also noticed significant differences in these relationships between countries. We conclude with a discussion of study implications for higher education policies and practices.
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The goal of this research was to examine teacher perceptions of high school student learning and engagement in the online learning environment due to the COVID-19 pandemic. The research was valuable in order to design, plan for, instruct, and assess students;to make technical, instructional, and student engagement modifications;and to create protocols based on the strengths and needs of online teaching programs, all through the anticipation of virtual learning in future situations.This study sought to provide insight for school and district leaders to review current programs and policies associated with the remote learning environment and make improvements to those programs and policies. The questions of inquiry for this study were:1) How can teachers successfully assess student engagement in the remote learning environment?2) What skills and professional development do teachers require in order to plan for, instruct, and assess student engagement in the remote learning environment?3) What do teachers perceive as modifications that need to be made in the remote learning environment?The necessity of this research is apparent as remote learning environments continue to evolve through the COVID-19 pandemic, yet at the school of inquiry there has been limited evaluation of the remote learning environment. Accordingly, this study sought to provide insight for school and district leaders who desire to refine remote learning environments and improve teaching and learning. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Objective: In this research, we examine the mediating effect of educational involvement between parental work–family conflict and adolescent academic engagement during COVID-19, as well as the differences among developmental stages. Background: Online learning during the COVID-19 lockdown created challenges for adolescent academic engagement. One of the toughest challenges was that parents experienced increased work–family conflict, making it difficult for them to be involved in adolescent education. In this context, it is essential to understand the impact of parental work–family conflict on adolescent academic engagement. Method: A total of 886 dual-income families participated in the study. Mothers and fathers completed the questionnaire, including questions regarding work–family conflict and educational involvement. Adolescents completed an academic engagement scale. Results: The structural equation model in the total sample showed that parental educational involvement mediated the effect of maternal work–family conflict on adolescent academic engagement. In addition, paternal educational involvement mediated the effect of paternal work–family conflict on adolescent academic engagement. Multigroup analysis indicated the impact of work–family conflict only existed in middle and late adolescence, and mother played a more important role in late adolescence. Conclusion: The study results confirmed the mediating role of parental educational involvement between the relationship of paternal work–family conflict and adolescent academic engagement. Furthermore, this relationship may vary for families with an adolescent at different developmental stages. © 2023 National Council on Family Relations.
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PURPOSE: The aim of this study is to analyze the relationship between emotions and concerns stemming from COVID-19 and the academic engagement of social work students, taking into account the mediating role played by resilience. METHOD: We carried out a cross-cutting quantitative study by means of an online questionnaire. The participants comprised a total of 474 students currently enrolled on the Degree in Social Work at the University of Valencia (Spain). RESULTS: The results show that the effects of emotions and concerns stemming from COVID-19 on student engagement were fully mediated by resilience. Indeed, positive emotions and concerns about the future had a positive impact on student engagement through resilience. DISCUSSION: Resilience stands as a potential protective factor against the social and academic challenges generated by COVID-19. The pandemic could therefore be seen as a real opportunity for sweeping change in the teaching and practice of social work.
Subject(s)
COVID-19 , Humans , Mediation Analysis , Students , Emotions , Social WorkABSTRACT
In spring 2020, the COVID-19 pandemic thrust nearly 56 million students in the United States into remote education. By fall 2020, states' and school districts' differing public health measures resulted in the adoption of varying COVID-adapted learning modalities (i.e., in-person, remote, and hybrid). Using daily diary data with a nationally representative sample (N = 517, M age = 14.65 years), we investigated whether adolescents' academic engagement and connectedness to their teachers and classmates differed by COVID-adapted learning modalities. We also assessed whether adolescent connectedness mediated the link between learning modality and academic engagement. Results revealed that academic engagement and connectedness to teachers and classmates were higher for in-person learners than for students in hybrid and remote learning modalities. Moreover, students' connectedness to classmates and teachers explained the relationship between learning modality and academic engagement. • COVID-adapted in-person learners had higher academic engagement than other learners. • COVID-adapted in-person learners had higher connectedness than other learners. • Between- and within-student daily connectedness predicted daily academic engagement. • Connectedness fully explained COVID-adapted in-person learners' academic engagement. • Connectedness to teachers and classmates mediated paths similarly. [ FROM AUTHOR]
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BACKGROUND: The outbreak of COVID-19 changed many studies' teaching mode in higher education profoundly, including nursing. This study evaluated the impact of distance education on the course performance of nursing students in a nursing fundamentals course during the epidemic of COVID-19. METHODS: This is a comparative prospective and retrospective quasi-experimental study. Nursing students in a Sino-foreign cooperative program were allocated to either an intervention group (distance education, n = 48) or control group (face-to-face teaching, n = 36). A self-efficacy questionnaire, an academic engagement scale and grades of the final written examination were used to evaluate the students' self-efficacy, academic engagement and academic performance, respectively. The data in this study were analyzed by two independent sample t-tests and the Chi-square test. Students experiencing distance teaching had worse academic performance (p = 0.001) and lower levels of learning behavior self-efficacy (p<0.05). The total score of academic engagement (p = 0.04) for students experiencing distance teaching were significantly lower than the scores of those students in the control group. CONCLUSIONS: In the context of COVID-19, nursing students conducted using distance education had poor course performance.
ABSTRACT
The goal of this research was to examine teacher perceptions of high school student learning and engagement in the online learning environment due to the COVID-19 pandemic. The research was valuable in order to design, plan for, instruct, and assess students;to make technical, instructional, and student engagement modifications;and to create protocols based on the strengths and needs of online teaching programs, all through the anticipation of virtual learning in future situations.This study sought to provide insight for school and district leaders to review current programs and policies associated with the remote learning environment and make improvements to those programs and policies. The questions of inquiry for this study were:1) How can teachers successfully assess student engagement in the remote learning environment?2) What skills and professional development do teachers require in order to plan for, instruct, and assess student engagement in the remote learning environment?3) What do teachers perceive as modifications that need to be made in the remote learning environment?The necessity of this research is apparent as remote learning environments continue to evolve through the COVID-19 pandemic, yet at the school of inquiry there has been limited evaluation of the remote learning environment. Accordingly, this study sought to provide insight for school and district leaders who desire to refine remote learning environments and improve teaching and learning. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The COVID-19 crisis has had significant impacts on mental health. Students are dealing with an uncertain context, not only due to COVID-19 but also because most of them have never been involved with the challenges of online school. The COVID-19 situation presents daily challenges that require students to respond adaptively. However, little is known about how students handle their daily emotions, in such challenging settings. Drawing on the broaden-and-built theory, we developed a multilevel model arguing that daily-positive affect would enhance daily engagement, and this would be positively related to students' end-of-the-day mental health. We also predict that the mediating path would be stronger for students with higher levels of self-leadership. To achieve the goals, we conducted a 5-day diary study (n = 64∗5 = 320). Results from multilevel modeling showed that positive emotions trigger academic engagement which, in turn, increases mental health, both at the within and between-person level. Results also demonstrated that self-leadership strengthened the positive mediating path, for students with higher levels of self-leadership. Positive affect appears to be a significant predictor of mental health in higher education settings. Moreover, developing self-leadership is an added value, that may be conceived as a personal resource, and may protect students from the uncertainty triggered by the COVID-19 crisis.
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Given the well-established impact of COVID-19 on university students' health and lifestyle parameters, the current study sought to investigate these impacts within an Irish university setting. A cross-sectional design was employed, with a 68-item questionnaire instrument disseminated to all Year 2 undergraduate students in the host institution (N = 2752), yielding a 9.7% response rate (n = 266). This questionnaire elicited students' self-reported changes to health-related behaviours, mental well-being and academic engagement across 4 defined time-points: (T0: prior to COVID-19, T1: initial onset of COVID-19, T2: during COVID-19, and T3: time of data collection). Many items were adapted from previous Irish research and additional validated scales included the Alcohol Use Disorders Identification Test (AUDIT-C) and the World Health Organisation's Well-being scale (WHO-5). Key findings revealed that at T1, substantially more males reported 'good/very good' general health than females (76.3% vs. 70.8%), while physical activity patterns followed a similar trend at both T0 (80% vs. 66.1%) and T1 (66.7% vs. 61%). A total of 78.4% of participants reported a body mass gain from T0 to T3, thus reflecting the reduced physical activity levels and compromised nutritional patterns across this period. Worryingly, AUDIT-C scale data revealed hazardous drinking habits were evident in both males and females, while fruit and vegetable intake, physical activity levels, and mental well-being among this cohort remained notably sub-optimal. Ratings of positive academic engagement also decreased substantially between T0 (90.3%) and T3 (30.4%). These findings substantiate the rationale for tailored health promotion interventions in university settings to support students' transition back to traditional programme delivery and, of equal importance, to improve general health and well-being post-COVID-19 within this cohort.
Subject(s)
Alcoholism , COVID-19 , Male , Female , Humans , Cross-Sectional Studies , COVID-19/epidemiology , Universities , Health BehaviorABSTRACT
During this COVID-19 pandemic, the community, especially students, experienced anxiety due to the uncertainty that occurred. To cover it up, self-handicapping is the most common option. People in the eastern culture, such as Indonesia, prefer to achieve social achievement (SAch) goals than academic achievement (AAch) goals in motivation. This study aims to examine the model of the relationship between SAch goals with adaptive and maladaptive outcomes. This study used 904 respondents who filled out a questionnaire that had been tested for validity and reliability using confirmatory factor analysis and internal consistency respectively. The respondents of this research were young business practitioners who were studying in college. The results of the correlation test confirm the results of previous research that SAch goals consist of three interrelated but independent dimensions, so that students can pursue these three goals. Academic engagement also has two correlated dimensions, while self-handicapping has two uncorrelated and even contradictory dimensions. The results of testing the relationship model using a two-stage structural equation modeling approach further strengthen that behavioral self-handicapping was maladaptive. Social development goals (SDevGs) produced adaptive outcomes, while social demonstration goals (SDemGs) produced maladaptive outcomes. Eastern culture prefers did not make mistakes than showed social competence by appearing popular and having many friends. Need a curriculum that includes activities that encourage the achievement of social goals and feel an attachment to academic activities but minimizes behavior that externalizes failure.
ABSTRACT
In spring 2020, the COVID-19 pandemic thrust nearly 56 million students in the United States into remote education. By fall 2020, states' and school districts' differing public health measures resulted in the adoption of varying COVID-adapted learning modalities (i.e., in-person, remote, and hybrid). Using daily diary data with a nationally representative sample (N = 517, Mage = 14.65 years), we investigated whether adolescents' academic engagement and connectedness to their teachers and classmates differed by COVID-adapted learning modalities. We also assessed whether adolescent connectedness mediated the link between learning modality and academic engagement. Results revealed that academic engagement and connectedness to teachers and classmates were higher for in-person learners than for students in hybrid and remote learning modalities. Moreover, students’ connectedness to classmates and teachers explained the relationship between learning modality and academic engagement.
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The COVID-19 pandemic has created a unique situation in which higher education institutions, teachers, researchers, and students prove their ability to continue education online. In a longitudinal panel study at a German university, we investigated how freshmen and students in higher semesters (n = 72) cope with the online winter semester 2020/21. Commonly, a sense of belonging to a university is highly determined by academic and social engagement and positively impacts academic success and motivation. Due to the pandemic, the interaction between students, lecturers, and learning materials was limited to digital communication. The results reveal that interaction (student-To-content, student-To-staff, and student-To-student) hardly correlates with a sense of belonging, whereas correlations between interaction and academic success as well as motivation. © HEAd 2022. All Rights Reserved.
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There is evidence of decreased academic engagement and psychological well-being in university students, but also little research on the effects of coronavirus anxiety. Accordingly, the aim of the present study was to predict coronavirus anxiety based on the two variables mentioned. The sample included 426 female and male students from a university in Ahvaz, Khuzestan province, Iran, who self-selected voluntarily through the WhatsApp application. The results showed a negative correlation of the two predictor variables with coronavirus anxiety, but through stepwise regression only psychological well-being was able to predict 16% of coronavirus anxiety. Designing psychological interventions to improve academic engagement and psychological well-being and to comprehensively support to reduce coronavirus anxiety in students is one of the present research suggestions. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Spanish) Hay evidencia de un compromiso academico y bienestar psicologico disminuidos entre los estudiantes universitarios, pero tambien poca investigacion sobre los efectos de la ansiedad hacia la actual pandemia de covid. Por consiguiente, el proposito del presente estudio fue predecir la ansiedad hacia la actual pandemia de covid con base en las dos variables mencionadas. La muestra incluyo 426 estudiantes mujeres y varones de una universidad en Ahvaz, provincia de Juzestan, Iran, quienes se seleccionaron de manera voluntaria mediante la aplicacion WhatsApp. Los resultados mostraron una correlacion negativa de las dos variables predictoras con la ansiedad hacia la actual pandemia de covid, pero mediante una regresion por pasos solo el bienestar psicologico fue capaz de predecir 16 % de la ansiedad hacia la actual pandemia de covid. Disenar intervenciones psicologicas para mejorar el compromiso academico y el bienestar psicologico de los estudiantes y para apoyar de manera comprensiva a reducir su ansiedad hacia la actual pandemia de covid es una de las recomendaciones de la presente investigacion. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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In the situation where there is concern about the polarization of academic achievement due to remote education after the COVID-19 pandemic, we need to pay attention to academic engagement, which is mentioned to play a strong and decisive role in students’ adaptive school life. In this sense, this study examined how the influence of peer relationships and grit on academic engagement of elementary school students differs according to the teacher-student relationship. For this purpose, in this study, two groups (a High and a Low T-S group) were formed according to the level of teacher-student relationship, and a multi-group analysis was conducted by setting grit as a mediating factor in the relationship between peer relationship and academic engagement. For the analysis, KYCPS data was used (2067 4th grade elementary students, 49.1% girls), and the results were as follows: 1) In the High T-S group, the direct effect of the peer relationship on academic engagement was not significant, 2) In the Low T-S group, the peer relationship not only had a direct and significant effect on academic engagement, but also had a significant effect through grit as a mediator. This study emphasizes the importance of interpersonal resources in promoting academic engagement and enhancing the grit in school contexts. Finally, based on these findings, implications and suggestions were discussed. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.