Higher education students’ achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey

Raccanello, Daniela; Alvarado, Roxana Pamela Balbontín; Bezerra, Denilson da Silva; Burro, Roberto; Cheraghi, Maria; Dobrowolska, Beata; Fagbamigbe, Adeniyi Francis; Faris, MoezAlIslam; França, Thais; González-Fernández, Belinka; Hall, Rob; Inasius, Fany; Kar, Sujita Kumar; Lazányi, Kornélia; Lazăr, Florin; Machin-Mastromatteo, Juan D.; Marôco, João; Marques, Bruno Pereira; Mejía-Rodríguez, Oliva; Prado, Silvia Mariela Méndez; Mishra, Alpana; Mollica, Cristina; Jiménez, Silvana Guadalupe Navarro; Obadić, Alka; Mamun-ur-Rashid, Md.; Ravšelj, Dejan; Vorkapić, Sanja Tatalović; Tomaževič, Nina; Uleanya, Chinaza; Umek, Lan; Vicentini, Giada; Yorulmaz, Özlem; Zamfir, Ana-Maria; Aristovnik, Aleksander

doi:10.1016/j.learninstruc.2022.101629

Cited by 38 publications

(24 citation statements)

References 57 publications

(93 reference statements)

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“…Concerning the geographic area, the COVID-19 pandemic is a worldwide phenomenon and its effects have affected every continent. However, the social and medical responses to the spreading of the coronavirus and the disease that it causes have been diverse in different countries, with possible variations in the consequences both for children and adolescents' physical and mental health (for an example concerning adults, see Raccanello et al, 2022a). In some cases, previous meta-analyses on the psychological effects of disasters revealed a moderating effect of the involved countries, based mainly on socio-economic differences: the disorders and/or symptoms were stronger in low/medium-income countries compared to high-income countries (Rubens et al, 2018;Vibhakar et al, 2019).…”

Section: Impact Of Covid-19 On Children and Adolescentsmentioning

confidence: 99%

Eighteen Months of COVID-19 Pandemic Through the Lenses of Self or Others: A Meta-Analysis on Children and Adolescents’ Mental Health

Raccanello

Rocca

Vicentini

et al. 2022

Child Youth Care Forum

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Background The COVID-19 pandemic can have a serious impact on children and adolescents’ mental health. We focused on studies exploring its traumatic effects on young people in the first 18 months after that the pandemic was declared, distinguishing them also according to the type of informants (self-report and other-report instruments). Objective We applied a meta-analytic approach to examine the prevalence of depression, anxiety, posttraumatic stress disorder, and psychological distress among children and adolescents during the COVID-19 pandemic, considering the moderating role of kind of disorder and/or symptom, type of instrument, and continent. Method We used PsycINFO, PubMed, and Scopus databases to identify articles on the COVID-19 pandemic, applying the following filters: participants until 20 years of age, peer-review, English as publication language. Inclusion required investigating the occurrence of disorders and/or symptoms during the first 18 months of the pandemic. The search identified 26 publications. Results The meta-analysis revealed that the pooled prevalence of psychological disorders and/or symptoms for children and adolescents, who were not affected by mental health disturbances before the outbreak of the COVID-19 pandemic, was .20, 95% CI [.16, .23]. Moreover, we found a moderating role of type of instrument: occurrence was higher for self-report compared to other-report instruments. Conclusions The study presented an analysis of the psychological consequences for children and adolescents of the exposure to the COVID-19 pandemic, soliciting further research to identify factors underlying resilience. Notwithstanding limitations such as the small number of eligible articles and the fact that we did not examine the role of further characteristics of the studies (such as participants’ age or design), this meta-analysis is a first step for future research documenting the impact of such an unexpected and devastating disaster like the COVID-19 pandemic.

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Section: Impact Of Covid-19 On Children and Adolescentsmentioning

confidence: 99%

Eighteen Months of COVID-19 Pandemic Through the Lenses of Self or Others: A Meta-Analysis on Children and Adolescents’ Mental Health

Raccanello

Rocca

Vicentini

et al. 2022

Child Youth Care Forum

Self Cite

View full text Add to dashboard Cite

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“…Teacher autonomy support is one of the components of the teaching and learning environment (Pekrun, 2019a;Raccanello et al, 2022). It refers to students' perceived teachers' supportive behaviors towards students and includes all supportive behaviors of teachers that promote students' personal and academic development, describing the extent to which students perceive that teachers help and feel that teachers care about their learning process (Monteiro et al, 2017).…”

Section: Autonomy Support and Music Enjoymentmentioning

confidence: 99%

The relation between autonomy support and music enjoyment in online learning for music undergraduates in the post-COVID-19 era

et al. 2022

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Music enjoyment is considered to predict music-related academic performance and career choice. Although relevant research in non-music fields has demonstrated the association between teachers’ autonomy support and students’ academic enjoyment, it remains unknown whether this association is valid in the music discipline. In addition, in the post-COVID-19 era, online education has become a common way of teaching and learning for music undergraduates. In the form of online learning, the mechanisms mediating teachers’ music autonomy support and students’ music academic enjoyment are also unknown. This study draws on Pekrun’s theory of achievement emotions and control values to explore the mediating role of attributions and values in the association between autonomous support and academic achievement. In this study, 270 undergraduates majoring in music eventually completed the online surveys. Results from structural equation modeling indicated that autonomy support positively predicted music enjoyment and that attributions (i.e., internal attribution and external attribution) and values (i.e., intrinsic value, attainment value, utility value) mediated the association between autonomy support and music enjoyment. The findings also provide insights into possible avenue for promoting music enjoyment emotion during online teaching in the post-COVID-19 era. Implications and limitations are discussed in the study.

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“…The outbreak of the COVID-19 pandemic severely impacted the emotional functioning and motivational quality of many students [1]. This pandemic has somewhat forced a change in the landscape of conventional teaching and learning methods in higher education.…”

Section: Introductionmentioning

confidence: 99%

Blending a sweet pill to swallow with TRIZ and industry talks for enhanced learning during the COVID-19 pandemic

Koo

et al. 2023

HSM

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BACKGROUND: While studies have investigated relationships among learning motivation, social presence, and cognitive presence, there appear to be no studies on the inclusion of industry talks and the theory of inventive problem-solving (TRIZ) in strengthening engineering students’ learning motivation, social presence, and cognitive presence within a blended learning setting. OBJECTIVE: This study investigated the influence of industry talks and TRIZ on learning motivation, social presence, and cognitive presence in a blended learning environment. METHODS: Data samples were obtained from 98 engineering students in a blended learning course and analysed using Spearman’s correlation test, regression, ANOVA, and t-test. RESULTS: Findings suggested that TRIZ and industry talks strongly, positively, and significantly correlated with learning motivation, social presence, and cognitive presence. A well-rounded learning experience compounded of TRIZ and industry talks significantly affected learning motivation, social presence, and cognitive presence, thereby enhancing students’ programme outcome (PO) achievement. CONCLUSIONS: These findings can be attributed to the students’ independent learning capabilities with TRIZ and industry talks. Analogically, embracing TRIZ and industry talks helps turn blended learning into a “sweet instead of bitter pill to swallow” for engineering students in the face of the COVID-19 pandemic.

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Higher education students’ achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey

Cited by 38 publications

References 57 publications

Eighteen Months of COVID-19 Pandemic Through the Lenses of Self or Others: A Meta-Analysis on Children and Adolescents’ Mental Health

Eighteen Months of COVID-19 Pandemic Through the Lenses of Self or Others: A Meta-Analysis on Children and Adolescents’ Mental Health

The relation between autonomy support and music enjoyment in online learning for music undergraduates in the post-COVID-19 era

Blending a sweet pill to swallow with TRIZ and industry talks for enhanced learning during the COVID-19 pandemic

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