scholarly journals Moderating Role of Teachers’ Academic Support between Students’ Satisfaction with Online Learning and Academic Motivation in Undergraduate Students during COVID-19

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Sabila Naseer ◽  
Shamim Rafique
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Academic Motivation ◽  
Academic Support ◽  
Sampling Strategy ◽  
Digital Learning ◽  
Role Of Teachers ◽  
Students Satisfaction ◽  
Moderating Role

The study explored the moderating role of teachers’ academic support between students’ satisfaction with online learning and academic motivation during the pandemic of COVID-19 in Pakistan. It was hypothesized that teachers’ academic support is likely to moderate the relationship between students’ satisfaction with online learning and the academic motivation of undergraduate students. A correlational research design was used and a sample of 406 students (male and female) within the age ranges of 18–22 years (M = 21.09, SD = 1.41 (male); M = 20.18, SD = 0.71 (female)) were included. The sample was selected through the purposive sampling strategy from different universities in Punjab, Pakistan. Students’ Satisfaction with Online Learning Questionnaire, Teachers’ Academic Support Scale, and Academic Motivation Scale were used. The results of moderation analysis through PROCESS macro 3.5 revealed that teachers’ academic support played a moderating role in students’ satisfaction with online learning and the academic motivation of undergraduate students. Findings will provide support to educational administrators, policymakers, course designers, and curriculum developers for organizing the curriculum and formulating a system to identify that students need different support optimally in a digital learning environment.

Motivation to learn, mobile learning and online learning climate: moderating role of learner interaction

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Deepika Swain ◽  
Lalatendu Kesari Jena ◽  
Sanket Sunand Dash ◽  
Rama Shankar Yadav
Keyword(s):  
Online Learning ◽  
Mobile Learning ◽  
Learning Climate ◽  
Motivation To Learn ◽  
Content Type ◽  
Learner Interaction ◽  
To Come ◽  
The Times ◽  
Moderating Role

Purpose The purpose of this paper is to empirically exhibit the moderating effect of learner interaction (LI) on motivation to learn (MTL), mobile learning (ML) and online learning climate (OLC), so as to bring in enhanced rigour to the virtual knowledge dissemination during the times of crisis. Design/methodology/approach A total of 784 valid responses were considered for the confirmatory factor analysis to test the proposed hypotheses. Findings The study found that MTL and ML contributed to improved OLC and high LI moderated the positive relationship between MTL, ML and OLC. LI also directly contributed to an improved OLC. Practical implications Measures need to be designed to crowbar motivation to ensure heightened interaction of learners, to gear up the ML reach soaring heights achieving a dynamic OLC. Acclimatization of the OLC will be the visionary solution to tackle learning disruption during today’s pandemic times and also many other challenges to come in near-far future. Originality/value The current study established the moderating role of LI in influencing OLC, and also motivating facilitator’s for designing upgraded content, and thereby fuelling the intention to learn.

Academic Motivation and Self-Discipline Strategies for Online Learners

2022 ◽  
pp. 111-128
Author(s):  
Emily Guetzoian
Keyword(s):  
Graduate Students ◽  
Students With Disabilities ◽  
Undergraduate Students ◽  
Academic Motivation ◽  
First Generation ◽  
Digital Learning ◽  
Underrepresented Populations ◽  
Online Learners ◽  
Students First ◽  
The Difference

The purpose of this chapter is to examine the academic motivation and self-discipline of online learners and how online academic strategies can translate to the modern-day workforce in the post-pandemic world. The chapter examines digital learning trends and skills students need to prepare them for online learning, such as self-directedness. It discusses the difference between motivation and self-discipline. It also covers strategies specific for different types of learners, such as undergraduate students, graduate students, first-generation students, students with disabilities, and students from underrepresented populations. It provides tips for various levels of educators to support student motivation and self-discipline in the online environment. It also provides tips for students themselves to address their own motivation and self-discipline strategies, such as eliminating distractions, setting goals, using technology effectively, and developing a routine. The chapter concludes with suggestions of how to implement these online academic skills into the workplace.

scholarly journals Problem-solving skills and perceived stress among undergraduate students: The moderating role of hardiness

2016 ◽  
Vol 23 (10) ◽  
pp. 1321-1331 ◽  
Author(s):  
Abbas Abdollahi ◽  
Mansor Abu Talib ◽  
Per Carlbring ◽  
Richard Harvey ◽  
Siti Nor Yaacob ◽  
...  
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Perceived Stress ◽  
Influencing Factor ◽  
Personal Control ◽  
Problem Solving Skills ◽  
Approach Avoidance ◽  
The Relationship ◽  
Moderating Role

This study was designed to examine the relationships between problem-solving skills, hardiness, and perceived stress and to test the moderating role of hardiness in the relationship between problem-solving skills and perceived stress among 500 undergraduates from Malaysian public universities. The analyses showed that undergraduates with poor problem-solving confidence, external personal control of emotion, and approach–avoidance style were more likely to report perceived stress. Hardiness moderated the relationships between problem-solving skills and perceived stress. These findings reinforce the importance of moderating role of hardiness as an influencing factor that explains how problem-solving skills affect perceived stress among undergraduates.

scholarly journals Perceived Discrimination and Motivation to Pursue Higher Education in Ethiopian-Origin Students: The Moderating Role of Ethnic Identity

2021 ◽  
Vol 12 ◽  
Author(s):  
Ortal Slobodin ◽  
Tamar Icekson ◽  
Lee Herman ◽  
Ofri Vaknin
Keyword(s):  
Higher Education ◽  
Ethnic Identity ◽  
Undergraduate Students ◽  
Academic Motivation ◽  
Perceived Discrimination ◽  
Self Report ◽  
Career Motivation ◽  
Personal Career ◽  
The Relationship

Research has increasingly recognized the adverse effects of perceived discrimination on the academic outcomes of children and adolescents from ethnic and racial minority backgrounds. However, little is known about the association between perceived discrimination and the motivation of ethnic minority students to pursue higher education. Guided by an academic resilience framework, the current study examined the relationship between perceived discrimination and two types of motivation to pursue higher education (personal/career-driven and expectation-driven) among Ethiopian undergraduate students in Israel. In addition, we examined the role of ethnic identity as a potential moderator of this relationship. Participants were 183 undergraduate students of Ethiopian origin (77% females) who studied in 18 different higher-education institutes. Participants completed self-report questionnaires concerning their experiences of perceived discrimination, affiliation with their Ethiopian identity, and their reasons for pursuing higher education. Results showed that frequent discrimination experiences were positively related to a stronger ethnic identity and to higher levels of personal/career motivation to pursue higher education. Ethnic identity moderated the relationship between perceived discrimination and personal/career motivation so that the association was significant under low and moderate levels of ethnic identity but not under high levels. Our findings suggest that the awareness of discrimination may motivate students to pursue higher education and succeed in academia. However, the motivating force of perceived discrimination diminishes under high levels of ethnic identification. Further investigation is needed to explore how discrimination and ethnic identity work together to impact academic motivation in different developmental stages and socio-cultural contexts.

scholarly journals ORGANIZATIONAL JUSTICE EFFECT ON DEVIANT WORKPLACE BEHAVIORS: MODERATING ROLE OF MORAL DISENGAGEMENT

2020 ◽  
Vol 8 (6) ◽  
pp. 29-38
Author(s):  
Mehdi Sabokro ◽  
Mehrdad Tavakoli ◽  
Milad Mohebali Malmiri
Keyword(s):  
Organizational Justice ◽  
Undergraduate Students ◽  
Moral Disengagement ◽  
Work Behaviors ◽  
Albert Bandura ◽  
Convenience Sampling ◽  
Workplace Behaviors ◽  
Moderating Role ◽  
Organizational Injustice

Purpose of the study: The present study aims to investigate the effect of organizational injustice on deviant work behaviors with the moderating role of moral disengagement. Methodology: The population was the undergraduate students in the Faculty of Economics, Management, and Accounting at a university from which 117 students were selected through convenience sampling. The data was gathered through conducting experiments and a questionnaire developed by Albert Bandura (1996). Results: The results show that the perception of organizational injustice has a positive and significant effect on deviant work behaviors and this relation is moderated by the moral disengagement intention. Applications of this study: This study can be very effective in improving the level of organizational justice. The novelty of the study: The novelty of this investigating the effect of organizational injustice on deviant work behaviors.

Authority, Personality and its Effects on Conflict Resolution Behaviour among Students of Istanbul Bilgi University

2020 ◽  
Vol 3 (2) ◽  
pp. 1-28
Author(s):  
Ayesha Gul Arif ◽  
Gergely Czukor
Keyword(s):  
Experimental Study ◽  
Regression Analysis ◽  
Undergraduate Students ◽  
Online Survey ◽  
Future Research ◽  
Turkish Version ◽  
Fellow Student ◽  
University Professor ◽  
Moderating Role

The aim of this experimental study was to examine how undergraduate students as participants resolve a conflict in response to authority status manipulation of the opponent person (low: a fellow student; high: a university professor), considering the moderating role of participants’ personality traits.  320 Psychology undergraduate students from Istanbul Bilgi University, aged 19-23 participated in an online survey. The participants first completed the Turkish version of the NEO-FFIand then they completed the modified Turkish version of the Thomas-Kilmann Mode Instrument (TKI). It was hypothesised that highly agreeable participants who were faced with a professor in a conflict would show a accommodating resolution style. Whereas extroverted participants who faced a fellow student inwere predicted to displaycompetitiveness in the conflict. A moderated regression analysis was applied. The results showed the opposite effects, students who were in conflict with the professor were more competitive and students who were in conflict with fellow students showed more accommodation.  Limitations and future research possibilities are also discussed.

Relationship Between Teachers’ Stress and Job Satisfaction: Moderating Role of Teachers’ Emotions

2019 ◽  
Vol 34 (2) ◽  
pp. 353-366 ◽  
Author(s):  
Haleema Parveen ◽  
Maher Bano
Keyword(s):  
Job Satisfaction ◽  
Positive Emotions ◽  
Teacher Satisfaction ◽  
Satisfaction Scale ◽  
Female Teachers ◽  
Role Of Teachers ◽  
Relationship Of ◽  
The Relationship ◽  
Moderating Role

The present research attempted to investigate the moderating role of teachers’ emotion in teaching on the relationship between teachers’ stress and job satisfaction. It was assumed that teachers’ emotion would moderate the relationship between teachers’ stress and satisfaction with job. The sample of the study (N = 200) included male and female teachers from universities of Multan, Lahore, Sargodha, and Islamabad. To measure study variables, Emotions in Teaching Inventory (Diefendorff et al., 2005), Teachers’ Stress Inventory (Schutz & Long, 1988), and Teacher Satisfaction Scale (Ho & Au, 2006) were used. The results revealed that teachers’ stress was negatively related to positive emotions in teaching and job satisfaction; while, positive emotions were found positively related to job satisfaction. Positive emotions and negative emotions were found to be significant moderators between the relationship of teachers’ stress and job satisfaction. The research highlighted the protruding importance of affiliated emotions of teachers with their jobs; thus, it should be taken into consideration.

Undergraduate Preparedness and Partnerships to Enhance Diversity in Kinesiology

2013 ◽  
Vol 2 (3) ◽  
pp. 181-189 ◽  
Author(s):  
Rosalind Chonise Gregory-Bass ◽  
Richard H. Williams ◽  
Bridget A. Peters ◽  
Asherah N. Blount
Keyword(s):  
Best Practices ◽  
Undergraduate Students ◽  
21St Century ◽  
Academic Support ◽  
Academic Mission ◽  
Historical Perspectives ◽  
Diversity And Inclusion ◽  
The Future ◽  
Inclusion And Diversity

Diversity and inclusion in Kinesiology is needed to ensure the future professionals of tomorrow engage in recognizing the shared fabric of science and inquiry. Initiatives targeting inclusion and diversity have shown promise in bridging the existing gap. Vital to this process is the role of faculty, administrators and students in providing academic support and paracurricular exposure to the field of Kinesiology. Historical perspectives and knowledge of best practices shape the conversation regarding innovative 21st century options deemed necessary for meeting this challenge. Our review describes programs that strengthen the preparedness of undergraduate students. In addition, we outline existing strategies leading to effective partnerships between undergraduate and graduate institutions. Diversity and inclusion are integral to the achievement of excellence and enhance each institution's ability to accomplish its academic mission and to serve its constituents.

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