The Role of General and Study-Related Intraindividual Factors on Academic Learning Outcomes under COVID-19: A Cross-Sectional and Longitudinal Analysis

Autor/inn/en	Casali, Nicole; Ghisi, Marta; Meneghetti, Chiara
Titel	The Role of General and Study-Related Intraindividual Factors on Academic Learning Outcomes under COVID-19: A Cross-Sectional and Longitudinal Analysis
Quelle	In: Education Sciences, 12 (2022), Artikel 101 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Casali, Nicole) ORCID (Meneghetti, Chiara)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Academic Achievement; Outcomes of Education; COVID-19; Pandemics; Student Behavior; Psychological Patterns; Student Motivation; Self Management; Soft Skills; Anxiety; College Students; Higher Education; Foreign Countries; Cognitive Development; Electronic Learning; Student Attitudes; Learning Strategies; Questionnaires; Self Efficacy; Italy; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Schulleistung; Lernleistung; Schulerfolg; Student behaviour; Schülerverhalten; Schulische Motivation; Selbstmanagement; Angst; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Kognitive Entwicklung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Self-efficacy; Selbstwirksamkeit; Italien
Abstract	Little is known about the intraindividual dispositional factors related to cognitive, behavioral, and emotional academic learning outcomes under COVID-19. This study investigated (i) the associations of intraindividual factors, some related to studying (motivation to learn, self-regulated learning, and study resilience), others more general (soft skills, intolerance of uncertainty) with three situational academic learning outcomes (general distress, online self-regulated learning, study-related emotions), and (ii) the effect of time, intraindividual factors, online self-regulated learning, and study-related emotions on distress and achievement over the following three exam sessions. A total of 331 university students took part in the study during the first Italian nationwide lockdown (T1; March-May 2020). Of those, 121 also completed at least one follow-up (T2: August 2020; T3: September 2020; T4: February 2021). At T1, study-related dispositions and soft skills were positively associated with online self-regulated learning and study-related emotions, while study-related dispositions were also negatively associated with general distress. Intolerance of uncertainty was associated positively with general distress and negatively with study-related emotions. Longitudinal effects of T2 and T3 for intolerance of uncertainty and study-related emotions were observed for distress, while those for T4 were study-related dispositions for achievement. Nurturing intraindividual factors can help students cope with a prolonged stressful situation such as a pandemic. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01