scholarly journals Resilience and Higher Education Support as Protective Factors for Student Academic Stress and Depression During Covid-19 in the Netherlands

2021 ◽  
Vol 9 ◽  
Author(s):  
Melissa Versteeg ◽  
Rutger Kappe
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
The Netherlands ◽  
Academic Stress ◽  
Model Fit ◽  
Mediation Model ◽  
Student Sample ◽  
Student Wellbeing ◽  
Serial Mediation ◽  
Positive Direct

Background: The corona pandemic has forced higher education (HE) institutes to transition to online learning, with subsequent implications for student wellbeing.Aims: This study explored influences on student wellbeing throughout the first wave of the corona crisis in the Netherlands by testing serial mediation models of the relationships between perceived academic stress, depression, resilience, and HE support.Methods: The Covid-19 International Student Wellbeing Study (C19 ISWS) was used, with a total sample of 2,480 higher education students studying at InHolland Universities of Applied Sciences in the Netherlands. Student subgroups were created, so that students with low and high perceived academic stress could be assessed, in addition to depressed and non-depressed students. Predictive model fit was tested using Macro PROCESS.Results: A significant serial mediation model for the total student sample was revealed, including protective mediating effects of resilience and HE support on the positive direct effect of perceived academic stress on depression. At subgroup level, significant (partial) predictive effects of resilience on depression scores were noted. A partial serial effect between resilience and HE support was found for students with low perceived stress levels, whereas a parallel partial mediation model was present among highly academically stressed students. Regarding non-depressed students, a full parallel mediation model was found, whereas the model for depressed students inadequately explained the data.Conclusions: Overall, resilience and HE support mediate the predictive effect of academic stress on depressive symptoms among students. In addition, substantial differences in model fit arise when inspecting the students on a subgroup level. These findings contribute to the gap in knowledge regarding student wellbeing during the Covid-19 pandemic in the Netherlands, in addition to providing novel insights on student subgroup dynamics. While Covid-19 restrictions continue to demand online learning, student wellbeing may be enhanced overall by targeting resilience and increasing awareness and availability of HE support services. The current study also highlights the need for differential approaches when examining wellbeing for specific student groups.

scholarly journals Profile of self-adjustment and level of academic stress during online learning in higher education

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Husnul Azmiyyah ◽  
Ayong Lianawati
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Quantitative Research ◽  
Stable Condition ◽  
Sampling Technique ◽  
Academic Stress ◽  
Online Application ◽  
High Category ◽  
Analysis Technique ◽  
Saturated Sample

This study aims at determining the profile of self-adjustment and academic stress levels during the online learning period of students at Faculty of Engineering PGRI Adi Buana University, Surabaya. The method used was survey quantitative research. The sampling technique used was a saturated sample for a more accurate representation. There were 200 students of total from department of industry, electrical, environment, urban planning, fashion, make-up, and gastronomy. The data collection techniques used were two questionnaires, namely self-adjustment and academic stress which were collected through online application. The data analysis technique used in this research was descriptive statistics. The results show that the self-adjustment of engineering faculty students was in the poor and high category. The adjustment aspect in the low category was found in the aspect of expressing feelings for 62%, while the academic stress in the high category was found in the aspect of change for 78%. It can be concluded that most of research participants during the online learning were still in a stable condition. However, there were several percentages of aspects that were less than perfect in the process of either self-adjustment or the level of academic stress. Keywords: self-adjustment, academic stress, online learning, higher education

scholarly journals Online Learning Satisfaction During COVID-19 Pandemic Among Chinese University Students: The Serial Mediation Model

2021 ◽  
Vol 12 ◽  
Author(s):  
Long She ◽  
Lan Ma ◽  
Anbareen Jan ◽  
Hamid Sharif Nia ◽  
Pardis Rahmatpour
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
University Students ◽  
Self Efficacy ◽  
Mediation Model ◽  
Learning Satisfaction ◽  
Chinese University ◽  
Serial Mediation ◽  
Chinese University Students ◽  
Academic Self Efficacy

The aim of this study was to investigate the relationship between interaction and online learning satisfaction, whether this relationship is mediated by academic self-efficacy and student engagement among Chinese university students during the COVID-19 pandemic. A serial mediation model was developed to examine the proposed relationship. This study employed a cross-sectional, questionnaire-based research design. A sample of 1,504 Chinese university students (Mage=19.89years, SDage=1.93) from five provinces in China completed an online survey questionnaire from December 2020 to January 2021 to respond to questions on demographic characteristics and items to measure the variables in the research model. The partial least squares structural equation modeling was used to assess the measurement model and proposed serial mediation model. Data were analyzed using SmartPLS software version 3.3.2. The results of the measurement model showed good reliability and validity for all constructs. The results of the structural model and hypothesis testing showed that all hypotheses were supported in this study. Particularly, there was a significant positive relationship between interaction and online learning satisfaction (Q1), interaction and academic self-efficacy (Q2), academic self-efficacy and student engagement (Q3), and the student engagement and online learning satisfaction (Q4). In addition, the results showed that academic self-efficacy and student engagement serial mediated the relationship between interaction and online learning satisfaction (Q5). The serial mediation model explained 34.6% of the variance of online learning satisfaction. The findings shed light on the underlying mechanisms that explain students’ online learning satisfaction during the COVID-19 pandemic. Universities and policymakers need to make better decisions that ultimately could lead to students’ academic outcomes and achievement.

UNDERSTANDING DISABILITIES & ONLINE STUDENT SUCCESS

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Kristen Betts ◽  
Bill Welsh ◽  
Kelly Hermann ◽  
Cheryl Pruitt ◽  
Gaeir Dietrich ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Success ◽  
Students With Disabilities ◽  
Disability Services ◽  
Government Accountability ◽  
Academic Goals ◽  
Online Student ◽  
Support Resources ◽  
Legislative Changes

Approximately 11% of all postsecondary students reported having a disability in 2008. Although the percentage of students with disabilities in 2008 closely reflects the percentage reported in 2004, the U.S. Government Accountability Office states that recent legislative changes have the potential to increase the diversity and number of students with disabilities pursing higher education. To support students with disabilities enrolled in higher education and in online learning, it is important to understand disabilities and the resources students need to actively engage in their courses and to achieve their academic goals. This article includes collaborative responses from a diverse group of leaders at eight higher education institutions and organizations who work with disability services and have experience in online learning. Some of the contributors also have disabilities so the collective responses build upon research, professional experience, and personal experience. For this article, the ten contributors answered 20 questions regarding disabilities and online student success as well as provided recommended practices. This article is designed to be interactive. It includes screenshots, simulation links, video demonstrations, and resources to provide a more detailed understanding of disabilities, accessibility, and support resources. JALN readers are encouraged to interact with the simulations and to watch the demonstration videos as a way to learn more about disabilities and supporting online student success.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals The Impact of Managers and Network Interactions on the Integration of Circularity in Business Strategy

2021 ◽  
pp. 108602662199463
Author(s):  
Manon Eikelenboom ◽  
Gjalt de Jong
Keyword(s):  
The Netherlands ◽  
Survey Data ◽  
Empirical Research ◽  
Indirect Effect ◽  
Business Strategy ◽  
Business Processes ◽  
Core Business ◽  
Organizational Attributes ◽  
Positive Direct ◽  
The Impact

Integrating circularity in business strategy is difficult to achieve for companies as it requires impactful changes in core business processes. While research has focused on identifying key barriers, little is known about the organizational attributes that can assist businesses in integrating circularity in their strategies. The purpose of this study is to investigate the implications of organizational managers and network interactions for the integration of circularity in business strategy. Through using survey data from 627 SMEs (small- and medium-sized enterprises) in the Netherlands, this study shows that managers who interpret circularity as an opportunity can have a positive direct and indirect effect on the integration of circularity in a company’s strategy. The results furthermore highlight the importance of circular network interactions for the integration of circularity in business strategy. This article contributes to recent calls for more empirical research into the integration of circularity and offers relevant insights for companies aiming to integrate circularity.

Sign in / Sign up

Export Citation Format

Share Document