Navigating the New Normal: An S-O-R Perspective on Student Experiences of Environmental, Psychological, and Behavioral Changes during the COVID-19 Pandemic

Autor/inn/en	Gupta, Aditya; Ishida, Chiharu
Titel	Navigating the New Normal: An S-O-R Perspective on Student Experiences of Environmental, Psychological, and Behavioral Changes during the COVID-19 Pandemic
Quelle	In: Journal of Marketing Education, 44 (2022) 2, S.166-190 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gupta, Aditya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-4753
DOI	10.1177/02734753211065124
Schlagwörter	Higher Education; College Students; Student Experience; COVID-19; Pandemics; Student Behavior; Psychological Patterns; Coping; Stress Variables; Stress Management; School Closing; Distance Education; Business Administration Education; Change; Well Being; Mental Health + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Studienerfahrung; Student behaviour; Schülerverhalten; Bewältigung; Stressmanagement; Stressbewältigung; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Wandel; Well-being; Wellness; Wohlbefinden; Psychohygiene
Abstract	Although higher education has weathered many past challenges, none can compare with the magnitude and velocity of the coronavirus disease 2019 (COVID-19) pandemic. Although students continued their academic careers despite hardships, as yet little is known about how they experienced and adapted to various pandemic-induced changes to their academic and personal lives. We address this gap through a qualitative exploration of student experiences of navigating the new normal which they were abruptly thrust into near the end of the Spring 2020 semester. Using a guided introspection methodology and a Stimulus-Organism-Response (S-O-R) framework, we unearth a dynamic process of psychological and behavioral changes that students experienced in response to the environmental changes brought about by the pandemic. We theorize that environmental dissolution and displacement trigger psychological reorientation, causing students to undertake behavioral practices of restructuration and reconfiguration that, over time, result in a degree of psychological revaluation. Our overall framework represents a fluid conceptualization that is not only more descriptive of real-world student progress but also more parsimonious in its account of key dimensions of student experience during the pandemic. We conclude by noting the implications of our framework for marketing educators and administrators, especially given the growing popularity of remote working. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01