Generalized Self-Efficacy Shields on the Negative Effect of Academic Anxiety on Academic Self-Efficacy During COVID-19 Over Time: A Mixed-Method Study

Abstract

This two-wave longitudinal study demonstrates the important role of generalized self-efficacy in enhancing online education for Pakistan’s university students during COVID-19. Four hundred and two students participated in the study at both Time 1 and Time 2. Generalized self-efficacy and academic anxiety based on online classes was assessed at Time 1, whereas academic self-efficacy at Time 2. Results indicated that moderate and high levels of generalized self-efficacy shield the negative effects of higher levels of academic anxiety on academic self-efficacy over time. Results suggest that generalized self-efficacy—as a positive resistance resource factor—may gradually coalesce into academic self-efficacy (domain-specific self-efficacy), which at first may be underdeveloped in students in the face of academic anxiety emanating from their online classes during COVID-19 (the novel challenging situation). Further, students’ coded responses revealed ten major sources of academic anxiety emanating from their online classes including internet connectivity issues, increased academic demands, lack of active engagement in online classes, inability to understand difficult topics, and ambiguous internal assessment criteria. Findings suggest implementing interventions for students focusing on instilling internal resources embodied in generalized self-efficacy, conducting active and engaging online classes based on emotionalized learning experiences, and increasing the overall efficacy of teaching and learning during the pandemic through the implementation of a meaningful blended learning approach—based on an online learning mode and an offline personal and collaborative learning mode.

Mediating effect of work stress in the relationship between fear of COVID-19 and nurses' organizational and professional turnover intentions

“…However, anyone can catch COVID-19, become severely sick at any age, or even die from this disease ( WHO, 2022a ). COVID-19 has rapidly spread through the entire world since first being identified as a pandemic, paralyzing its weak global economies, supply chains, and social life and bringing health systems to the point of collapse due to its rapid spread, high risk of infection, and potential of death ( Arslan & Burke, 2021 ; Broadband Commission, 2020 ; Dirksen & Takahashi, 2020 ; Green, 2022 ; Hu et al, 2022 ; Khemasuwan et al, 2020 ; Waters & Johnstone, 2022 ). The effects of the pandemic have been accompanied by uncertainty as a result of its longevity ( Dirksen & Takahashi, 2020 ).…”

Mediating effect of work stress in the relationship between fear of COVID-19 and nurses’ organizational and professional turnover intentions

“…However, anyone can catch COVID-19, become severely sick at any age, or even die from this disease (WHO, 2022a). COVID-19 has rapidly spread through the entire world since first being identified as a pandemic, paralyzing its weak global economies, supply chains, and social life and bringing health systems to the point of collapse due to its rapid spread, high risk of infection, and potential of death (Arslan & Burke, 2021;Broadband Commission, 2020;Dirksen & Takahashi, 2020;Green, 2022;Hu et al, 2022;Khemasuwan, Sorensen & Colt, 2020;Waters & Johnstone, 2022). The effects of the pandemic have been accompanied by uncertainty as a result of its longevity (Dirksen & Takahashi, 2020).…”

The Brief Course Belonging Scale: Developing a Measure of Postsecondary Students' Course-Level Sense of Belonging Across Online and Face-To-Face Modalities

“…Differences in experiences of belonging, specifically in higher education, remain an issue with increasing complexity (Hurtado & Carter, 1997;Strayhorn, 2012). The variety of learning contexts (i.e., face-to-face, online, and hybrid courses; Allen & Seaman, 2013;Green, 2022), increases the potential of further marginalizing students that are from vulnerable groups (Hussain & Jones, 2021). Since distance education programs receive less support and resources, students who are fully online are particularly susceptible to being disadvantaged (e.g., O'Shea et al, 2015;Peacock & Cowan, 2018).…”