scholarly journals The Impact of COVID-19 Home Confinement on Mexican University Students: Emotions, Coping Strategies, and Self-Regulated Learning

2021 ◽  
Vol 12 ◽  
Author(s):  
Martha Leticia Gaeta ◽  
Laura Gaeta ◽  
María del Socorro Rodriguez
Keyword(s):  
Online Learning ◽  
University Students ◽  
Coping Strategies ◽  
Structural Equation ◽  
Equation Model ◽  
Self Report ◽  
Health Crisis ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Impact

One of the main challenges in higher education is promoting students' autonomous and self-regulated learning, which involves managing their own emotions and learning processes in different contexts and circumstances. Considering that online learning during the COVID-19 pandemic may be an opportunity for university students to take greater responsibility for their learning, it is essential to explore the strategies they have developed in the face of emotional and learning challenges during the health crisis. This study aimed at analyzing the relationships between students' emotions, coping strategies, and self-regulated learning in online learning during COVID-19 home confinement. The participants were 1,290 Mexican students from different universities throughout the country, who answered an online self-report questionnaire from standardized instruments adapted to the pandemic. Data were analyzed with descriptive and inferential analyses, including a structural equation model (SEM). Findings indicate that, although anxiety, boredom, and frustration were present among participants during confinement, the primary emotions were gratitude, joy, and hope. Second, the main coping strategies used by students participating were focused on facing and reassessing the situation. Furthermore, tranquility, hope, gratitude, and joy were positively related to self-regulated learning, although, loneliness and disinterest were negatively related. Finally, it was found that an approach to coping strategies mediated the relationship between emotions and self-regulated learning. Thus, teachers should help students understand the relevance of active coping strategies and use student-centered learning models that promote autonomous and self-regulated learning, considering each learner's needs, during and after confinement.

scholarly journals Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning, and Well-Being

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110031
Author(s):  
Julia Holzer ◽  
Marko Lüftenegger ◽  
Selma Korlat ◽  
Elisabeth Pelikan ◽  
Katariina Salmela-Aro ◽  
...  
Keyword(s):  
University Students ◽  
Structural Equation ◽  
Positive Emotion ◽  
Well Being ◽  
Need Satisfaction ◽  
Learning Motivation ◽  
Equation Modeling ◽  
Minor Effect ◽  
Self Regulated Learning ◽  
Regulated Learning

In the wake of COVID-19, university students have experienced fundamental changes of their learning and their lives as a whole. The present research identifies psychological characteristics associated with students’ well-being in this situation. We investigated relations of basic psychological need satisfaction (experienced competence, autonomy, and relatedness) with positive emotion and intrinsic learning motivation, considering self-regulated learning as a moderator. Self-reports were collected from 6,071 students in Austria (Study 1) and 1,653 students in Finland (Study 2). Structural equation modeling revealed competence as the strongest predictor for positive emotion. Intrinsic learning motivation was predicted by competence and autonomy in both countries and by relatedness in Finland. Moderation effects of self-regulated learning were inconsistent, but main effects on intrinsic learning motivation were identified. Surprisingly, relatedness exerted only a minor effect on positive emotion. The results inform strategies to promote students’ well-being through distance learning, mitigating the negative effects of the situation.

scholarly journals The Integrated Role of Personal Values and Theory of Planned Behavior to Form a Sustainable Entrepreneurial Intention

2021 ◽  
Vol 13 (16) ◽  
pp. 9249
Author(s):  
Nosheena Yasir ◽  
Nasir Mahmood ◽  
Hafiz Shakir Mehmood ◽  
Osama Rashid ◽  
An Liren
Keyword(s):  
Theory Of Planned Behavior ◽  
University Students ◽  
Planned Behavior ◽  
Structural Equation ◽  
Entrepreneurial Intention ◽  
Equation Model ◽  
Point Of View ◽  
Entrepreneurial Intentions ◽  
The Impact ◽  
Perceived Behavior

Intentions have been described as a key driver of sustainable entrepreneurial opportunity recognition and eventually activity. As a result of this study, interest may increase in entrepreneurship intentions across numerous entrepreneurial levels and styles, specifically from the point of view of sustainability. However, research to date has not been able to completely determine how the intrinsic complications of instantaneously producing social, environmental, and economic means will have an impact on the intentions of university students. This study sought to inspect the impact of self-transcending and self-enhancing value on the advent of intentions. The theory of planned behavior is an adaptive theory that this study quantitatively analyzed using a structural equation model and survey data from 577 university students in Punjab, Pakistan. The empirical findings show that altruistic, biospheric, hedonic, and egoistic values all have an indirect effect on sustainability-driven entrepreneurial intentions, which is important to understand when assessing attitudes toward sustainable entrepreneurship and perceived behavior control. In essence, attitudes, perceived behavior, and social norms all affect aspirations to become a sustainable entrepreneur. In real-world terms, the findings indicate that by using value activation techniques to increase attitudes and educational interest, practitioners may promote sustainable entrepreneurial intentions. It is also suggested how government services could be improved as part of the strategy.

scholarly journals The Impact of Environmental Factors on Academic Performance of University Students Taking Online Classes during the COVID-19 Pandemic in Mexico

2020 ◽  
Vol 12 (21) ◽  
pp. 9194
Author(s):  
Arturo Realyvásquez-Vargas ◽  
Aidé Aracely Maldonado-Macías ◽  
Karina Cecilia Arredondo-Soto ◽  
Yolanda Baez-Lopez ◽  
Teresa Carrillo-Gutiérrez ◽  
...  
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Human Resource ◽  
Environmental Conditions ◽  
Structural Equation ◽  
New Technologies ◽  
Least Squares Method ◽  
Equation Model ◽  
Independent Variables ◽  
The Impact

The COVID-19 pandemic and the quarantine period determined that university students (human resource) in Mexico had adopted the online class modality, which required them to adapt themselves to new technologies and environmental conditions that are different from classrooms at their university. Specifically, these new environmental conditions can be uncomfortable and have an impact on the students’ academic performance. Consequently, the present study aims to determine the impact that the lighting, noise, and temperature levels (independent variables) have on academic performance (dependent variable) in university students during the COVID-19 pandemic. To do this, a questionnaire was developed, which was applied to 206 university students online, and a structural equation model was built that integrates the four variables through three hypotheses, which were statistically validated through the partial least squares method. Results showed that temperature, lighting, and noise have significant direct effects on university students’ academic performance. As a conclusion, it was obtained that the three independent variables have an impact in the sustainability of university students (human resource).

scholarly journals SELF-REGULATED LEARNING AND DIGITAL LEARNING ENVIRONMENT: ITS’ EFFECT ON ACADEMIC ACHIEVEMENT DURING THE PANDEMIC

2021 ◽  
Vol 40 (2) ◽  
pp. 374-388
Author(s):  
Nani Sutarni ◽  
M Arief Ramdhany ◽  
Achmad Hufad ◽  
Eri Kurniawan
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Structural Equation ◽  
Learning Ability ◽  
Digital Learning ◽  
Digital Learning Environment ◽  
Self Regulated Learning ◽  
Regulated Learning

The unprecedented changes in the education sector due to the recent pandemic demand teachers and students to adapt to new ways of learning via online platforms. A plethora of latest research has investigated various topics such as online learning platforms, online learning materials, and teacher/student perceptions; however, little is known about the link between online learning and achievement. Occupying this lacuna, this study specifically sought to examine the relationship between self-regulated learning (SRL), the digital learning environment, and student’ academic achievement during the pandemic.  The population of this research was 1,800 students (freshmen, sophomore, junior, and senior class) enrolled for the Introduction to Management course at a state university in Bandung, Indonesia. Selected using a proportionate random sampling, 317 students participated as the respondents.  The data were collected through questionnaire surveys, while the Structural Equation Model (SEM) was employed to analyze the interrelationship among the construct variables.  The results of this study show that promoting SRL may affect the optimization of the digital learning environment and academic achievements.  Students with better self-regulated learning ability can somehow optimize their digital learning environment and be more progressive in terms of academic achievement.

scholarly journals Online Study: Understanding the Laws of Self-Regulated Study

2021 ◽  
Author(s):  
Xin Rao ◽  
Li Luo ◽  
Qiaoli Su ◽  
Xingyue Wang
Keyword(s):  
Latent Variables ◽  
Teacher Support ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Medical Training ◽  
Internal Motivation ◽  
Self Regulated Learning ◽  
Online Study ◽  
Regulated Learning ◽  
The Impact

Abstract Background:The sudden COVID-19 outbreak has posed challenges to the normal development of continuing education for general practitioners. Consequently, an online medical training program for family doctors has emerged. Online study helps us better understand the laws of self-regulated learning because we can track the process and outcome of family physicians and compare it to that of face-to-face training programs. The study track the GPCC online program to reveal this principle.Results:By recording learners’ study behaviors and explore the law of learning progress and analyse the impact of latent variables on learning through structural equation models,the study find that the the impact of teacher support and supervision and of internal motivation on learning input and the influence of teacher support and supervision on internal motivation can be researched through online study.Conclusions:Online study helps us better understand the laws of self-regulated learning. It helps to better understand the impact of teacher support, supervision, and internal motivation on learning input , as well as the influence of teacher support and supervision on internal motivation. Examining online study can also help in making effective use of the self-education characteristics of internal motivation and cultivate the ability of independent thinking and learning self-discipline .

scholarly journals Self-efficacy, academic motivation, self-regulated learning and academic achievement

2019 ◽  
Vol 5 (2) ◽  
pp. 104
Author(s):  
Mehmed Alafgani ◽  
Eny Purwandari
Keyword(s):  
Academic Achievement ◽  
Self Efficacy ◽  
Structural Equation ◽  
Academic Motivation ◽  
Equation Model ◽  
Study Data ◽  
Self Regulated Learning ◽  
Mediating Role ◽  
Regulated Learning

This study aims to empirically prove that the relationship between self-efficacy, academic motivation, self-regulated learning and academic achievement. In addition, empirically proved the mediating role of self-regulated learning on self-efficacy, academic motivation and student achievement. This study used quantitative expansive method. The sample of this study was 246 students of an Islamic senior high school recruited using census technique; thus, the entire population was used as the sample of the study. Data were collected using a questionnaire and were analyzed using Structural Equation Model (SEM). The results empirically show that there is a relationship between self-efficacy, academic motivation, self-regulated learning and academic achievement. However, there is no relationship between self-regulated learning and academic achievement.

scholarly journals The Moderating Role of Personal Profiles on the Relationship between Multicultural Awareness and Self-Regulated Learning

2020 ◽  
Vol 1 ◽  
pp. 1-11
Author(s):  
Fifi Khoirul Fitriyah ◽  
M. Sukron Djazilan ◽  
Nopriadi Saputra ◽  
Mokhamad Sodikin ◽  
Umi Anugerah Izzati
Keyword(s):  
Structural Equation ◽  
Equation Model ◽  
Multicultural Awareness ◽  
P Value ◽  
Path Coefficient ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The University ◽  
The Relationship

Multicultural awareness is very crucial for every student, as well as self-regulated learning. Until now, research on these two variables is still min-imal. Moreover, there are no studies that examine the factors that influence the relationship between the two variables. This study aims to explore the relation-ship between multicultural awareness and self-regulated learning in students and discuss the role of students' personal profile in the relationship between the vari-ables. The respondents of this study were 165 students of the City of Surabaya, Indonesia. The structural equation model is used for data analysis techniques. The results showed that hypothesis 1 was accepted, meaning a positive and sig-nificant effect of multicultural awareness on self-regulated learning. The path co-efficient was 0.284, while the t-statistics were more significant than 1.96 (2,544) or p-values less than 0.05 (0.011). Whereas in hypothesis 2, it is rejected, the path coefficient is -0.230 while the t-static is less than 1.96 (1,811) or the p-value is more significant than 0.05 (0.071). In conclusion, personal profiles do not affect the relationship between multicultural awareness-ness and self-regulated learn-ing. This study's recommendation is to provide information on need assessments useful in determining appropriate counseling strategies at the University.

scholarly journals SELF-REGULATED LEARNING AS A MEDIATOR IN THE RELATIONSHIP BETWEEN PEER LEARNING AND ONLINE LEARNING SATISFACTION: A STUDY OF A PRIVATE UNIVERSITY IN MALAYSIA

2020 ◽  
Vol 17 (Number 1) ◽  
pp. 51-75
Author(s):  
Chee Leong Lim ◽  
Habibah Ab Jalil ◽  
Aini Marina Ma'rof ◽  
Wan Zuhainis Saad
Keyword(s):  
Online Learning ◽  
Structural Equation ◽  
Peer Learning ◽  
Sem Analysis ◽  
Online Questionnaire ◽  
Mediation Effects ◽  
Self Regulated Learning ◽  
Learning Satisfaction ◽  
Regulated Learning ◽  
The Relationship

Purpose – Students’ ability to self-regulate their learning and to learn effectively with peers are indicators of success in the era of the 4th Industrial Revolution. This study investigated whether peer learning helps to influence online learning satisfaction in the presence of self-regulated learning (SRL) as a mediating variable. Methodology - The study adopted a correlational research design to examine the possibility of relationships between these variables. The sample was selected based on proportional stratified sampling method. Of the 409 respondents, only 347 were valid for data analysis, forming a usable case of 84.84%. The instrument used was an online questionnaire adapted from pre-existing reliable multi-item instruments. Structural Equation Model (SEM) analysis was used to examine the relationship between the constructs in the hypothesised model, while Bootstrapping test was applied to examine the mediation effects of SRL. Findings - From the direct effect of the SEM analysis, students’ ability to learn with peers was found to have significantly influenced their SRL strategies, while SRL strategies were found to have a positive and statistically significant effect on online learning satisfaction. Moreover, the findings from the Bootstrapping test concurred that the influence of peer learning on online learning satisfaction was fully mediated by SRL. Significance - By understanding the mediator roles played by SRL, this study hopes to provide insights for universities and course instructors to make pedagogically informed design decisions by integrating appropriate SRL strategies in the development of blended learning courses.

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