Online learning has been considered a successful source for reaching learners anywhere, and anytime despite all challenges for decades. This twofold study was designed to explore how COVID-19 fear affected students' social presence in online learning, and how their internal psychological resources such as motivation moderated to make their online learning experience successful in public, and private universities. A crosssectional, descriptive, and correlational research design was carried out by using a simple random sampling (N=244 students from Public sector universities, and N=178 students from Private universities). Online structured questionnaires were developed to collect data by using Google forms. The study found fear of COVID-19 highly insignificant in relationship with Social Presence, while Cognitive Problem-Solving Skill was significant with Psychological Motivation in Public Sector universities. Psychological Motivation also exhibited a strong positive and significant correlation with Cognitive Problem-Solving Skills. The study concluded that in Public Sector Universities, the existence of fear of COVID-19 was accompanied by greater psychological motivation among students, resulting in an increase in their cognitive problem-solving ability. While in Private Sector universities fear of COVID-19 was seen having a significant relationship with Social Presence, Cognitive Problem-Solving capability, and Psychological Motivation. In Private Sector universities, fear of COVID-19 was also accompanied by greater psychological motivation among students, resulting in an increase in their social presence.

The COVID-19 pandemic has forced millions of students to stay indoors and adapt to the new normal, namely distance learning at home, placing online learning in the spotlight. However, students’ motivation for online learning and its effectiveness in skill development during the COVID-19 pandemic has not been widely studied. This study examined the relationship between students’ fear of COVID-19 and students’ social presence in online learning while investigating the parallel mediating role of student psychological motivation and cognitive problem-solving skills related to online learning. The participants were 472 university students in Malaysia and Pakistan. An online data collection technique using Google Forms was employed. Faculty members of the universities were asked to share the survey with their students. Moreover, using a snowball sampling technique, students were requested to share the survey with their friends. SPSS Statistics (Version 21)  was employed to do preliminary data analysis, AMOS (Version 21) software was used to conduct confirmatory factor analysis using a maximum likelihood estimation, and Hayes’ PROCESS model was used to examine proposed hypotheses. The results show that only cognitive problem solving mediates the relationship between fear of COVID-19 and students’ social presence in online learning in Malaysian samples. In Pakistan, cognitive problem solving and psychological motivation mediate the relationship between fear of COVID-19 and students’ social presence in online learning. The study found that developing cognitive problem-solving skills and providing psychological motivation could enhance their engagement with online learning.

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Psychological abuse as a form of domestic violence against working women is prevalent but underreported almost all over the world. The present study was conducted to examine the relationship between domestic psychological abuse and burnout, and how psychological resilience mediates between them. One thousand married teachers from private secondary schools were selected through purposive sampling. Study results demonstrated that there is a relationship between domestic psychological abuse against working women and burnout, and that psychological resilience has a positive supportive effect in overcoming depersonalization among these women, yet the study also showed a lack of significant intervention in the relationship between psychological abuse and depersonalization of working women. This study confirms the absence of total or partial mediation to address psychological abuse and depersonalization of working women.

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