Anxiety and Social Support as Predictors of Student Academic Motivation During the COVID-19

Camacho, Ana; Correia, Nadine; Zaccoletti, Sonia; Daniel, João R.

doi:10.3389/fpsyg.2021.644338

Cited by 53 publications

(38 citation statements)

References 67 publications

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“…Therefore, due to the lack of social support, students are emotionally weak and perform poorly in their academic results. Further, the findings of the recent studies also supported the third hypothesis of this study, which states that lack of social support around the students negatively affects the students’ academic performance ( Camacho et al, 2021 ; Putra et al, 2021 ).…”

Section: Discussionsupporting

confidence: 82%

The Psychosocial Factors Affecting Chinese Outbound Exchange and Mobility Students’ Academic Performance During COVID-19

Patwary

2022

Front. Psychol.

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COVID-19 has affected every aspect of our life, including economic, social, and academic. Exchange and mobility students face more difficulties overseas, and Chinese students are no exception. However, e-learning has been introduced by institutions in many countries. The present study examines the psychosocial factors affecting the academic performance of Chinese outbound exchange and mobility students during the COVID-19 pandemic. The study surveys about 186 Chinese outbound exchange and mobility students. The present study performs the quantitative data analysis using Partial Least Square Structural Equation Modeling (PLS-SEM) through the Smart PLS software version 3. By confirming the measurement model and structural model assessments, the study finds that personality, social support, and language fluency are psychosocial factors that significantly influence the exchange and mobility students’ academic performance. This study contributes by establishing relationships among psychosocial factors, language fluency and academic performance. Besides, practitioners can be benefitted by understanding students’ psychosocial factors and its relation to academic performance during COVID-19 pandemic.

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Section: Discussionsupporting

confidence: 82%

The Psychosocial Factors Affecting Chinese Outbound Exchange and Mobility Students’ Academic Performance During COVID-19

Patwary

2022

Front. Psychol.

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“…The significance of social context in forming learner motivation is guaranteed in theoretical perspectives and motivation theories like self-determination and the theory of social cognitive ( Camacho et al, 2021 ). For instance, the school environment affects learners’ motivation directly or indirectly, and as a result brings about their involvement ( Anderman and Gray, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

The Role of Academic Buoyancy and Social Support on English as a Foreign Language Learners’ Motivation in Higher Education

Jia

Cheng

2022

Front. Psychol.

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Since motivation determines progress in the class, it has a significant role in the field of learning English as a foreign language (EFL), contributing to a successful learning process. Therefore, teachers need to motivate learners to achieve their learning goals and provide them with a meaningful learning process in stressful situations. Two factors are required to successfully overcome challenges in scholastic circumstances, such as academic buoyancy and social support. The former can be a significant element in a psycho-educational setting that helps learners with academic difficulties and the latter is another term that is deemed as an important predictor of academic motivation even when considering perceived support from teachers and peers. The functions of academic buoyancy and social support factors in the process of learning and their association with students’ motivation have not been taken into account so far. As a result, this review has implications for scholars, theorists, and practitioners in quest of better investigating and addressing the roles of buoyancy and social support on students’ motivation.

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“…Relatedness and peer interaction play a crucial role in online environments. Thus, it is not surprising that some recent studies highlighted their importance during the COVID-19 pandemic for life satisfaction in general ( Teuber et al, 2021 ), well-being ( Yang et al, 2021 ), motivation ( Besser et al, 2020 ; Camacho et al, 2021 ), self-regulation ( Zhou et al, 2021 ), and student engagement ( Chiu, 2021 ). However, none of those studies has specifically tested the mediating role of relatedness satisfaction between relatedness support and intrinsic motivation and vitality during online classes.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The Role of Relatedness in the Motivation and Vitality of University Students in Online Classes During Social Distancing

et al. 2022

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As part of the social distancing measures for preventing the spread of COVID-19, many university courses were moved online. There is an assumption that online teaching limits opportunities for fostering interpersonal relationships and students’ satisfaction of the basic need for relatedness – reflected by experiencing meaningful interpersonal connections and belonging – which are considered important prerequisites for student motivation and vitality. In educational settings, an important factor affecting students’ relatedness satisfaction is the teachers’ behavior. Although research suggests that relatedness satisfaction may be impaired in online education settings, to date no study has assessed how university lecturers’ relatedness support might be associated with student relatedness satisfaction and therefore, student motivation and vitality. This study tested this mediating relationship using data collected during the early days of the COVID-19 pandemic. The study also investigated whether the relations were moderated by a high affiliation motive which reflects a dispositional wish for positive and warm relationships. The possible importance of the communication channel selected by the lecturers (video chat yes/no) and the format of a class (lecture/seminar) were also investigated. In a sample of N = 337 students, we tested our hypotheses using structural equation model (SEM). Results confirmed mediation, but not moderation. The use of video chat (video call) seems to facilitate the provision of relatedness support but our data did not show that the format of a class was associated with relatedness. Our findings indicate that both teaching behavior and the technical format used to deliver lectures play important roles in student experiences with online classes. The results are discussed in light of other research conducted during the pandemic.

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Anxiety and Social Support as Predictors of Student Academic Motivation During the COVID-19

Cited by 53 publications

References 67 publications

The Psychosocial Factors Affecting Chinese Outbound Exchange and Mobility Students’ Academic Performance During COVID-19

The Psychosocial Factors Affecting Chinese Outbound Exchange and Mobility Students’ Academic Performance During COVID-19

The Role of Academic Buoyancy and Social Support on English as a Foreign Language Learners’ Motivation in Higher Education

The Role of Relatedness in the Motivation and Vitality of University Students in Online Classes During Social Distancing

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