Does psychological capital and social support impact engagement and burnout in online distance learning students?

Barratt, John M.; Duran, Fazeelat

doi:10.1016/j.iheduc.2021.100821

Cited by 66 publications

(54 citation statements)

References 81 publications

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“…Dunn and Kennedy (2019) claimed that motivated learners tend to achieve high academic attainment. Another recent study on the impact of psychological capital and social support on engagement and burnout in online distance learning by Barratt and Duran (2021) reported the same finding as this study. According to Barratt and Duran, social support from friends, family and other related parties enhancing engagement in online learning thus resulted in a good grade.…”

Section: Active Learningsupporting

confidence: 88%

Cognitive Constructivism in the Classroom: The Case for Online Distance Learning

Misman¹,

Jaini²,

Kadir³

et al. 2021

IJARBSS

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Section: Active Learningsupporting

confidence: 88%

Cognitive Constructivism in the Classroom: The Case for Online Distance Learning

Misman¹,

Jaini²,

Kadir³

et al. 2021

IJARBSS

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“…To support the learning of these students, the university’s staffs and wellbeing services need to be mindful of students’ mental health difficulties such as low motivation and loneliness. For example, mental health interventions such as social support to augment resilience and hope were reported helpful to online students [ 31 ]. These interventions need to be implemented and evaluated, in order to protect students from mental health difficulties.…”

Section: Discussionmentioning

confidence: 99%

Cross-Country Student Perceptions about Online Medical Education during the COVID-19 Pandemic

Suzuki

Murayama

Kotera

et al. 2022

IJERPH

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(1) Introduction: Most educational institutions around the world have shifted from traditional face-to-face to online education amid COVID-19. This change may particularly impact medical students, whose education is heavily influenced by clinical learning experiences. Accordingly, we investigated medical students’ perceptions about positive and negative aspects of online medical education in Japan and overseas during the COVID-19 pandemic. (2) Methods: In-depth online interviews were conducted among 13 Japanese medical students and five medical students from Slovakia, Norway, and Hungary. Interviews were conducted from 23rd September to 3rd October 2020 using the snowball sampling method. Questions were focused on five main areas: Q1 the type of online education; Q2 advantages and disadvantages of online education; Q3 any changes in the relationship with teachers, friends, and family; Q4 any opinions about further improvements in online education; and Q5 any needs for affiliation with a particular university. Then thematic analysis was conducted. (3) Results: The results of the thematic analysis revealed the following four themes that represent the positive and negative aspects of online medical education; Theme 1: Timesaving and Flexibility; Theme 2: Technical problems and lack of digital skills; Theme 3: Unstandardized teaching skills; Theme 4: Lack of experience beyond medical school lectures. (4) Conclusions: While online education was found useful in terms of saving time and creating a flexible learning environment, many important drawbacks were noted such as internet and computer problems and unstandardized teaching skills, and lack of quality assurance. In addition, experiences outside the classroom such as making relationships with faculty and friends, conducting research and participating in extracurricular activities were missed, which they normally enjoy in college life.

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“…Psychological capital was first proposed by Fred Luthans, a famous American scholar, in 2004 and extended to the Human Resource Management System (HRMS) ( Luthans et al, 2004 ). He put forward four dimensions of PsyCap, namely, hope, efficiency, tenacity, and optimization, thereby laying the theoretical foundation of many subsequent studies in the field of psychology ( Barratt and Duran, 2021 ; Gomes et al, 2021 ; Lu D. et al, 2021 ). The conceptual theory of PsyCap can improve the overall EP of college entrepreneurs through development and management proposed by Fred Luthans, who emphasizes the positive psychological power of individuals.…”

Section: Introductionmentioning

confidence: 99%

Psychological Capital on College Teachers’ and Students’ Entrepreneurial Performance and Sports Morality Under Social and Political Education

2022

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The aim of this study was to improve the entrepreneurial performance (EP) and sports morality of college teacher-and-student entrepreneurs (i.e., college entrepreneurs). Consequently, psychological capital (PsyCap) is creatively combined with social and political education (SPE) to explore college entrepreneurs’ EP and sports morality. First, following a theoretical model implementation, this article proposes several hypotheses. Then, a questionnaire survey (QS) was designed, and the data were analyzed. The results show that (1) gender has little impact on EP and sports morality; (2) PsyCap significantly affects the EP of college entrepreneurs at the age of 33–38 years; (3) in terms of educational background, average scores of PsyCap + SPE of bachelors are the highest, followed by masters or above, and finally, the college undergraduate; (4) the average score of PsyCap + SPE of married respondents is 4.0, while that of the unmarried is 3.7; (5) there is a significant difference between college entrepreneurs’ EP under the dimension of the basic enterprise situation; and (6) the average score of the length of entrepreneurship is 9.87, which has the most significant impact on the EP and sports morality, and the significance of sports morality is 0.04. Among them, the most significant impact on EP and sports morality is weekly sports participation, with a score of 9.67. Therefore, PsyCap + SPE plays a positive role in the EP of college entrepreneurs. In contrast, sports morality has little impact on EP. This study provides a reference for the research on the influence of entrepreneurship and sports morality of college entrepreneurs.

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Does psychological capital and social support impact engagement and burnout in online distance learning students?

Cited by 66 publications

References 81 publications

Cognitive Constructivism in the Classroom: The Case for Online Distance Learning

Cognitive Constructivism in the Classroom: The Case for Online Distance Learning

Cross-Country Student Perceptions about Online Medical Education during the COVID-19 Pandemic

Psychological Capital on College Teachers’ and Students’ Entrepreneurial Performance and Sports Morality Under Social and Political Education

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