Literaturnachweis - Detailanzeige
| Autor/inn/en | Hassan, Sehar un Nisa; Algahtani, Fahad D.; Zrieq, Rafat; Aldhmadi, Badr K.; Atta, Amira; Obeidat, Rawan M.; Kadri, Adel |
|---|---|
| Titel | Academic Self-Perception and Course Satisfaction among University Students Taking Virtual Classes during the COVID-19 Pandemic in the Kingdom of Saudi-Arabia (KSA) |
| Quelle | In: Education Sciences, 11 (2021), Artikel 134 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Hassan, Sehar un Nisa) ORCID (Algahtani, Fahad D.) ORCID (Zrieq, Rafat) ORCID (Aldhmadi, Badr K.) ORCID (Atta, Amira) |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2227-7102 |
| Schlagwörter | Self Efficacy; Academic Achievement; Student Satisfaction; Undergraduate Students; Student Characteristics; Predictor Variables; Positive Attitudes; Negative Attitudes; Student Employment; Parent Responsibility; Technical Support; Online Courses; Distance Education; COVID-19; Pandemics; Stress Variables; Foreign Countries; Saudi Arabia |
| Abstract | This research study examines academic self-perceptions and course satisfaction among university students and associated factors during virtual classes. A cross-sectional online survey of (n = 328) undergraduate and postgraduate Saudi students who took virtual classes during the second semester of the academic year 2019-2020 and the first semester of the academic year 2020-2021 during the coronavirus disease 2019 (COVID-19) pandemic. The findings demonstrated students' scores on negative academic self-perceptions (mean (M) = 9.84; standard deviation (S.D.) = 3.09) are significantly higher in comparison to positive academic self-perceptions (M = 7.71; S.D. = 2.46) and the difference was statistically significant, t(327) = 3.69, p < 0.001. The analysis demonstrated that mean differences were significant across 'year of study', 'field of study', 'CGPA' (cumulative grade points average), 'employment status', 'on-site work' and 'being a parent of young child' (p < 0.01). Correlation analysis shows a linear positive association between perceptions of workload and low technical support with negative academic self-perceptions (p < 0.001) and an inverse relationship with positive academic self-perceptions (p < 0.001). The multiple regression analysis demonstrated that the predictor variables in the model (perceptions of workload and technical support) explain 62% variance in negative academic self-perceptions and 41% variance in positive academic self-perceptions. Furthermore, the analysis demonstrated that positive academic self-perceptions bring a 32% variance in course satisfaction. These findings underscore the importance of balancing workload during online studies in higher education and provision of adequate technical support to reduce the negative academic self-perceptions which are associated with lower levels of course satisfaction. Students' academic self-perceptions and course satisfaction during virtual studies are important factors to retain students' motivation in learning and academic performance. (As Provided). |
| Anmerkungen | MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
