scholarly journals Psychology Students’ Motivation and Learning in Response to the Shift to Remote Instruction During COVID-19

2020 ◽  
Author(s):  
Ellen Usher ◽  
Jonathan M. Golding ◽  
Jaeyun Han ◽  
Caiti S. Griffiths ◽  
Mary Beth McGavran ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Academic Motivation ◽  
Self Regulation ◽  
Psychology Students ◽  
Online Delivery ◽  
Academic Challenges ◽  
Psychological Wellness ◽  
Instructional Supports ◽  
Motivation And Learning ◽  
The Impact

The COVID-19 pandemic led to dramatic shifts in the teaching and learning of psychology. The purpose of this study was to document the impact of those shifts on undergraduate psychology students’ motivation and self-regulation of learning during the initial shift to remote instruction. Psychology majors (N = 358) attending a public land-grant university in the southeastern U.S. voluntarily completed a survey at the end of the Spring 2020 semester. Closed- and open-ended items assessed students’ self-reported behavioral and psychological wellness, motivation, and learning experiences during the COVID-19 outbreak. A convergent mixed methods analysis was used in which open-ended questions provided context and experiential nuance to quantitative findings. Students reported increases in sleep, social media use, gaming, and procrastination, but decreases in academic motivation and self-regulation (e.g., focusing, juggling responsibilities). Over 75% reported increases in stress, which they attributed most frequently to motivational and academic challenges. Students reported learning less in most of their classes following the shift. They attributed this to numerous internal (e.g., self-regulatory/motivational difficulties) and external (e.g., online delivery modality, changes to workload, poor communication, insufficient instructional accommodations) factors. Although most perceived their instructors as understanding, nearly half reported a decline in instructional quality and communication after the shift to remote instruction. Over one third of students reported feeling less certain about their future educational plans. Implications for the provision of institutional and instructional supports for college students during and beyond the pandemic are provided.

scholarly journals Emotional labour demands in enabling education: A qualitative exploration of the unique challenges and protective factors

2018 ◽  
Vol 9 (1) ◽  
pp. 23-33 ◽  
Author(s):  
Nicole Crawford ◽  
Anita Olds ◽  
Joanne Lisciandro ◽  
Megan Jaceglav ◽  
Marguerite Westacott ◽  
...  
Keyword(s):  
Protective Factors ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Major Theme ◽  
Negative Effects ◽  
Academic Challenges ◽  
Emotional Labour ◽  
Educational Disadvantage ◽  
Care And Support ◽  
The Impact

Students in enabling programs bring richness, diversity, and complexity to the teaching and learning environment. They are often from under-represented backgrounds, have experienced educational disadvantage or disruption, belong to multiple equity groups, and face academic and non-academic challenges, including mental ill-health. This pilot study explored academic staff experiences in teaching and supporting students in enabling programs. Using a collaborative autoethnographical approach, four members of a multi-institutional research group wrote first-person reflections in response to guiding questions. From generative and reflective discussions, different themes arose. A major theme was the high ‘emotional labour demands’ of teaching a vulnerable cohort, with both positive and negative effects on staff. Other major themes included: the diversity of emotional responses and coping strategies; the complex, sometimes contradictory, role of the enabling educator; the importance of communities of care and support; and the impact of witnessing students’ transformations. Within these themes, the challenges, rewards, and protective factors, which mitigate stress among enabling educators, were identified.

scholarly journals Predicting Mathematical Performance: The Effect of Cognitive Processes and Self-Regulation Factors

2012 ◽  
Vol 2012 ◽  
pp. 1-13 ◽  
Author(s):  
Mariel Musso ◽  
Eva Kyndt ◽  
Eduardo Cascallar ◽  
Filip Dochy
Keyword(s):  
Learning Strategies ◽  
Self Regulation ◽  
Mathematical Performance ◽  
Future Performance ◽  
Mathematics Test ◽  
Wide Range ◽  
Ann Models ◽  
Motivation And Learning ◽  
High Degree ◽  
The Impact

A substantial number of research studies have investigated the separate influence of working memory, attention, motivation, and learning strategies on mathematical performance and self-regulation in general. There is still little understanding of their impact on performance when taken together, understanding their interactions, and how much each of them contributes to the prediction of mathematical performance. With the emergence of new methodologies and technologies, such as the modelling with predictive systems, it is now possible to study these effects with approaches which use a wide range of data, including student characteristics, to estimate future performance without the need of traditional testing (Boekaerts and Cascallar, 2006). This research examines the different cognitive patterns and complex relations between cognitive variables, motivation, and background variables associated with different levels of mathematical performance using artificial neural networks (ANNs). A sample of 800 entering university students was used to develop three ANN models to identify the expected future level of performance in a mathematics test. These ANN models achieved high degree of precision in the correct classification of future levels of performance, showing differences in the pattern of relative predictive weight amongst those variables. The impact on educational quality, improvement, and accountability is highlighted.

Emotions in Social-Historical Educational Contexts

2019 ◽  
Author(s):  
Paul A. Schutz ◽  
Sharon L. Nichols ◽  
Sofia Bahena
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Research Areas ◽  
Learning Tasks ◽  
Teachers And Students ◽  
Regulation Strategies ◽  
Instructional Decision ◽  
Motivation And Learning ◽  
Relationship Of

After two decades of research on emotions in education we have come to understand little about the relationship of teachers and their instructional decision-making and students and their motivation and learning. Most of what we know about emotions stems from studies that look specifically at students and their approach to learning tasks as well as teachers and how they grapple with the stress of teaching and the emotional experiences of working with students. However, we know less about how emotions manifest in varying social-historical educational contexts. When it comes to students, we know that emotions can influence students’ adoption of self-regulation strategies and their subsequent learning outcomes. For example, pleasant emotions tend to be related with effective learning strategies, whereas unpleasant emotions such as anxiety and boredom can reduce motivation and academic achievement. Importantly, these relationships are not consistent throughout the literature, and evidence suggests that, in some cases, anxiety can be motivating for some students. When it comes to teachers, there are two types of research areas. First are studies about how teachers handle unpleasant experiences in an effort to better understand teacher burnout. Second are studies that try to understand the role of emotions and pleasant and unpleasant experiences for newer teachers and how they inform emergent professional identities. More research is needed to understand how emotions play out in the classroom so that we can better support teachers and students and create effective intervention programs aimed at reducing the emotional stress of teaching and learning.

scholarly journals Distance learning in engineering education: Challenges and opportunities during COVID-19 pandemic crisis in Pakistan

2021 ◽  
pp. 002072092098849
Author(s):  
Zeashan H Khan ◽  
Muhammad I Abid
Keyword(s):  
Engineering Education ◽  
Teaching And Learning ◽  
Developing Economies ◽  
Online Delivery ◽  
Web Technologies ◽  
Global Pandemic ◽  
Challenges And Opportunities ◽  
Assessment Techniques ◽  
The Impact ◽  
Remote Classrooms

This paper analyzes the impact of remote classrooms and labs as an outcome of “social distancing” during COVID-19 outbreak. It is important to analyze the emergence of web technologies and tools available for online learning and its impact on engineering education. The intended focus is to find a way out to address the issues regarding continued teaching and learning during long academic breaks due to this unpredicted pandemic. Some challenges in developing economies include the unavailability of internet services all over the country and limited resources accessible to large community to earn and learn during such epidemics. This study outlines various policy guidelines for online delivery of engineering courses and assessment techniques as experienced during this global pandemic. These guidelines will provide a roadmap for quality teaching and evaluation of online engineering courses.

scholarly journals Learning Strategies at SMP Muhammadiyah 4 Porong During Covid-19 Pandemic

2021 ◽  
Vol 10 ◽  
Author(s):  
Muhlasin Amrullah ◽  
Amellya Nur Syahrani
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Online Delivery ◽  
Face To Face ◽  
Internet Media ◽  
Face To Face Learning ◽  
The Impact ◽  
And Training

The COVID-19 pandemic has had many impacts on various sectors. One of them is the education sector. Education is also feeling the impact that has occurred due to the COVID-19 pandemic. SMP Muhammadiyah 4 Porong is one of the schools that has felt its impact. Therefore, this research was conducted to find out adaptations, learning strategies, innovations, and efforts faced by schools in implementing distance learning carried out by teachers who teach at SMP Muhammadiyah 4 Porong during the Covid-19 pandemic. This study aims to determine the learning strategies carried out during online learning activities and face-to-face learning activities carried out during the pandemic. This study uses descriptive qualitative research methods, data collection techniques in this study using interviews, observation, and documentation. The results of this study are that there are many challenges faced by SMP Muhammadiyah 4 Porong in carrying out online learning, During the pandemic teaching and learning activities at SMP Muhammadiyah are carried out online, the learning method during online delivery of learning uses internet media such as zoom, google meet, and an application called etmodo. In addition, there are teachers who have less competence in the fields of technology and information in learning, students are undisciplined when conducting online learning, and demands to always have internet quotas that burden students. The solutions include conducting workshops, seminars, and training for teachers related to technology and information used in online learning, as well as carrying out teaching and learning activities that were originally online to face-to-face so that learning is more effective to be carried out while still implementing health and psychological protocol distancing. In this way, it is hoped that teaching and learning activities can run well.

scholarly journals Learning Strategies at SMP Muhammadiyah 4 Porong During Covid-19 Pandemic

2021 ◽  
Vol 10 ◽  
Author(s):  
Muhlasin Amrullah ◽  
Amellya Nur Syahrani
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Online Delivery ◽  
Face To Face ◽  
Internet Media ◽  
Face To Face Learning ◽  
The Impact ◽  
And Training

The COVID-19 pandemic has had many impacts on various sectors. One of them is the education sector. Education is also feeling the impact that has occurred due to the COVID-19 pandemic. SMP Muhammadiyah 4 Porong is one of the schools that has felt its impact. Therefore, this research was conducted to find out adaptations, learning strategies, innovations, and efforts faced by schools in implementing distance learning carried out by teachers who teach at SMP Muhammadiyah 4 Porong during the Covid-19 pandemic. This study aims to determine the learning strategies carried out during online learning activities and face-to-face learning activities carried out during the pandemic. This study uses descriptive qualitative research methods, data collection techniques in this study using interviews, observation, and documentation. The results of this study are that there are many challenges faced by SMP Muhammadiyah 4 Porong in carrying out online learning, During the pandemic teaching and learning activities at SMP Muhammadiyah are carried out online, the learning method during online delivery of learning uses internet media such as zoom, google meet, and an application called etmodo. In addition, there are teachers who have less competence in the fields of technology and information in learning, students are undisciplined when conducting online learning, and demands to always have internet quotas that burden students. The solutions include conducting workshops, seminars, and training for teachers related to technology and information used in online learning, as well as carrying out teaching and learning activities that were originally online to face-to-face so that learning is more effective to be carried out while still implementing health and psychological protocol distancing. In this way, it is hoped that teaching and learning activities can run well.

scholarly journals Self-Efficacy and Self-Regulation as Predictors of Academic Motivation among Undergraduate Students in the United States

2021 ◽  
Author(s):  
◽  
Fatimah Aljuaid
Keyword(s):  
Covariance Matrix ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Self Regulation ◽  
The United States ◽  
Equation Modeling ◽  
Fit Indices ◽  
Adjusted Model ◽  
The Impact

Problem Some undergraduate students demonstrate lack of academic motivation which negatively affects engagement and perseverance in higher education (Busse & Walter, 2017; Rizkallah & Seitz, 2017; Dresel & Grassinger, 2013). Amotivated students are more likely to drop out of school and disengage from learning activities or underachieve (Wang & Pomerantz, 2009). Although the lack of academic motivation is correlated with deficiency in self-regulation and self-efficacy, relatively little studies have been conducted to examine the impact of these factors on academic motivation particularly in the U.S. This study constructed a hypothesized model to investigate the role of self-regulation and self-efficacy in academic motivation. Method The sample consisted of 349 undergraduate students enrolled in U.S. universities. Participants were recruited via the online-tool QuestionPro. The students completed the Academic Motivation Scale (AMS) and Motivated Strategies for Learning Questionnaire (MSLQ) online providing input about their academic motivation, self-regulation, and self-efficacy. Structural equation modeling was used to evaluate the impact of self-regulation and self-efficacy on academic motivation. Results Analysis of the data indicated that the initial model did not fit the data. The Chi-square value was 271.569, df = 40, p = .000, and poor fit indices were found (GFI = .875, NFI = .874, CFI = .889, RMSEA = .129. SRMR= .090). Therefore, an exploratory analysis was conducted, and modifications made based on modification indices and theory in order to improve the fit indices. The adjusted model showed acceptable fit between the theoretical covariance matrix and the empirical covariance matrix (GFI = .918, NFI = .913, CFI = .928, RMSEA = .108, and SRMR = .072) indicating that the data fit the hypothesized model. The overall adjusted model explained 41% of the variance of academic motivation, in which self-efficacy (β = .45; p < .01) was a better predictor of academic motivation than self-regulation (β = .24; p < .01). There was significant correlation between self-regulation and self-efficacy (r = .69, p < .01) Conclusion Self-regulation and self-efficacy can predict students’ academic motivation. Self-efficacy was the best predictor of academic motivation. Students who reported high beliefs in their capabilities and control over their effort showed high levels of intrinsic motivation. In addition, advanced levels of metacognitive strategies, time and study environment, and effort regulation predict high levels of academic motivation. Further research should be conducted to determine other factors that may contribute to students’ academic motivation. This study offers recommendations for future research and professional practice.

scholarly journals Undergraduates’ Views of Assessment in Higher Education: A Study carried out in Portugal

2017 ◽  
Author(s):  
Patricia Santos ◽  
Diana Pereira ◽  
Diana Mesquita ◽  
Paulo Flores ◽  
Rui Pereira ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Public Universities ◽  
Self Regulation ◽  
Assessment Methods ◽  
Process Data ◽  
Assessment In Higher Education ◽  
Teaching Learning ◽  
The Impact

This paper looks at how undergraduates look at assessment in Higher Education. It focuses on their views about assessment practices in five Portuguese public universities. The main purpose is to look at the students’ perceptions of assessment in higher education taking into account the assessment methods used, the influence of assessment in their motivation to learn as well as self-regulation of the learning process. Data were collected through questionnaires in five Portuguese Public Universities in different fields of knowledge. An intervention project focused on Assessment for Learning (AfL), with students enrolled at an Engineering programme, in one public university in Portugal, in one course with student-centred methodologies and AfL practices was also carried out and evaluated. Findings are presented according the categories emerging from the data. Issues of assessment methods, the connection between teaching, learning and assessment as well as the impact of AfL environments on students’ perceptions are analysed. Implications of the findings for assessment, teaching and learning process are discussed.

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