ABSTRACT
COVID-19 has caused unprecedented challenges for the higher education community worldwide, one of which is that students have had to maintain their learning while dealing with the crisis conditions. However, a systematic understanding of students’ individual crisis management still remains absent despite its importance. The newly emerged and ongoing phenomenon has leveraged the role of crisis management in the context of education, which is even more essential with the forthcoming uncertain future. This study investigates factors related to students’ crisis management self-efficacy in higher education during the pandemic. Particularly, survey data were collected from 387 undergraduate students to investigate the effects of innovative behaviour and problem-solving skills on crisis self-efficacy. Structural Equation Modelling was applied to conceptualise and empirically test a model that examines the relationship between crisis self-efficacy and related factors. Moreover, the study aimed to assess the role of technology abilities in students’ crisis management self-efficacy and academic performance during the COVID-19 pandemic. The research results provided some compelling evidence for the positive effects of innovative behaviour and problem-solving skills on crisis management self-efficacy. This study also discusses some feasible implications for higher education policy and future research directions. © The Author(s) 2022.
ABSTRACT
Although organizational crises, particularly the COVID-19 pandemic, are shocks for employees, their expression of gratitude can be viewed as a silver lining. Drawing on social exchange theory and the social functions of emotion perspective, we develop a model that elucidates why and when benefactors who receive gratitude expression can perform better in the COVID-19 crisis. We propose that receiving gratitude expression as a potential consequence of providing crisis-related help to coworkers enhances one’s crisis self-efficacy and perceived social impact, which, in turn, positively relates to adaptation to a crisis, task performance, and helping behaviors toward leaders. The perceived novelty of the COVID-19 crisis strengthens the positive effect of receiving gratitude expression on crisis self-efficacy, and the perceived criticality of the crisis strengthens the positive effect of receiving gratitude expression on perceived social impact. A scenario-based experiment and five-wave field survey with Eastern and Western employees generally support our hypotheses.
ABSTRACT
(1) Background: The closure of schools and the transition to online teaching because of the COVID-19 pandemic's restrictions have resulted in significant changes in the workplace. Consequently, several resilience strategies have been implemented, and chief among them focus on the topic of burnout and coping abilities; (2) Purpose: Thus, this study investigates the influence of self-esteem, dispositional hope, and mattering on teacher resilience, and how crisis self-efficacy and gender differences mediate and moderate the relationships among associated variables. (3) Methods: This is a cross-sectional study with a cluster random sampling. A total of 248 secondary school teachers in Malaysia participated in this study. Questions were first transferred and formatted using a template of a commercial internet survey provider. Then, the university's online learning platform was used both as a questionnaire distribution channel and a data collection method. Data analysis was conducted using structural equation modeling (SEM) with a partial least squares method; (4) Results: The findings of this study revealed that self-esteem, dispositional hope, and mattering significantly influence teacher resilience, and crisis self-efficacy mediates the impact of self-esteem and dispositional hope on teacher resilience. In some instances, the results also showed that gender has a moderating effect on teacher resilience during the pandemic; (5) Conclusions: This study used psychological factors to understand teacher resilience and incorporated crisis self-efficacy into teacher resilience research. It is one of the very few studies in resilience literature to investigate the moderating role of gender on teacher resilience.