Factors Affecting Undergraduates’ Academic Performance during COVID-19: Fear, Stress and Teacher-Parents’ Support

Abstract

The emergency transition from physical to online learning during COVID-19 has affected university students in various aspects, especially their academic performance. It can be caused by many factors, such as individual, environmental and social factors. Therefore, this study aims to determine the impact of fear, stress, well-being, teacher and parents’ support (independent variables) on undergraduates’ academic performance (dependent variable) during the COVID-19 pandemic. A structured online questionnaire has been developed and administered to 400 undergraduates. A structural equation model that integrated all variables under investigation was built and statistically validated using AMOS. The results demonstrated that well-being, teacher emotional support and teacher academic support have the highest significant impact on the respondents’ academic performance. It can be concluded that teachers’ support is the most substantial influence in ensuring student learning sustainability during the COVID-19 pandemic.

A Case Study of Factors That Affect Secondary School Mathematics Achievement: Teacher-Parent Support, Stress Levels, and Students’ Well-Being

“…It also examines whether mathematics teachers’ and parents’ support directly influences students’ achievement and indirectly affects stress, well-being, and learning interest. The research model was developed, modified, and evaluated using empirical data from the existing teacher-parent support model [ 18 ]. These findings may help to explain the role of teachers and parents in students’ stress levels, well-being, interest, and mathematics achievement.…”

“…Ma et al also stated that teachers’ support can foster student academic achievement and enjoyment [ 33 ]. Abdullah et al reported that during the pandemic, teachers’ emotional and academic supports have a significant determination on the learning performances of undergraduate students [ 18 ]. Therefore, it can be concluded that teachers’ academic support also plays an important role in student emotions.…”

“…Stress is the body’s response to environmental pressures or demands that can have positive or negative effects on a person (Bajaj et al, 2022; Choi Young-Jun and Hyosung, 2021) [ 41 , 42 ]. Some external factors of demand are friends, situations, learning environment, and people around students [ 18 , 43 ]. Stress is a natural feeling that helps individuals to deal with problems or challenges.…”

“…These factors definitely affect their well-being [ 12 , 13 ], interest in learning [ 14 , 15 ], and mathematics achievement [ 16 ]. The way teachers and parents support the students is a psychological construct that represents their standard strategies for teaching children [ 17 , 18 ]. This support is a phenomenon that is recognized and analyzed professionally to determine its effect on the students’ positive and negative behavior, subjective well-being, and learning achievement.…”

Active Reading Style, Student Vocabulary Learning Strategies and Self-regulated Learning: A Structural Model Equation on Academic Writing Motivation and Self-regulation

“…Time is a valuable resource that keeps slipping away without ending and effectively managing this resource, which everyone has access to equally, and placing enough attention on planning are keys to success in life [21]. Performance has been regarded as the critical variable in examining the efficacy of learning and assessed using various methods [22]. The physical environment consists of buildings, furniture, teaching materials, labs, libraries, playgrounds, machinery, decorative items, a swimming pool, audiovisual equipment, and playfields [23].…”