The impact of social problem skills on academic motivation by means of Covid-19 fear

Günaydın, H. Deniz

doi:10.1007/s12144-021-01665-z

Cited by 11 publications

(15 citation statements)

References 41 publications

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“…A decrease in the motivational component of academic adaptation indicates a shift in emphasis from the academic process and results in more relevant processes related to physical health and its protection. These data are consistent with the results of studies that have established significant changes in subjective well-being and discomfort and a decrease in students' motivation due to the onset of the pandemic [59,60].…”

Section: Discussionsupporting

confidence: 91%

Subjective Assessments of the Pandemic Situation and Academic Adaptation of University Students

Shamionov¹,

Grigoryeva²,

Grínina³

et al. 2023

OBM Neurobiol

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Students’ academic adaptation during the pandemic is the key problem for the educational system. Even though certain success has been achieved in the organization of education with distance learning technologies and additional learning tools, there are still plenty of other difficulties that affect students’ adaptation. The purpose of the study is to conduct a comparative analysis of academic adaptation’s structure during and before the pandemic and to study the role of subjective assessments of the pandemic situation in university students’ academic adaptation. Nine hundred nineteen university students took part in the study. М = 19.54; SD = 2.47 (17.5% male). The following methods were used within the framework of the study: the method for assessing academic adaptation components developed by the authors, the direct scaling method via a questionnaire used to analyze subjective assessments of the pandemic situation, social frustration [1] assessment method and a differential 1uestionnaire used to assess the experience of loneliness [2]. The study established certain differences in the level of manifestation for emotional, motivational, and psychophysiological components of students' academic adaptation before and during the pandemic. The hypotheses were tested regarding the role of subjective assessment of the pandemic situation, social frustration, and experience of loneliness under academic adaptation-related changes. Structural modeling allowed testing of the hypothesis concerning the direction of relations between variables. The pandemic situation is an important factor in reducing psycho-emotional and motivational components of academic adaptation. Interpersonal relations among students are the most important predictors of their academic adaptation. Assessment of the pandemic situation (29% variation), social frustration (49%), and loneliness (22%) are significant predictors of academic adaptation. The presence of diseases and attitudes regarding health risks, and satisfaction with relations with other educational process participants largely determines students' academic adaptation during the pandemic. At the same time, the direct effect of academic adaptation and the indirect one through the positive perception of distance learning is a more positive perception of Covid-19consequences.

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Section: Discussionsupporting

confidence: 91%

Subjective Assessments of the Pandemic Situation and Academic Adaptation of University Students

Shamionov¹,

Grigoryeva²,

Grínina³

et al. 2023

OBM Neurobiol

View full text Add to dashboard Cite

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“…A study conducted by Günaydın HD. [67] analysed the impact of the ability to solve social problems on academic motivation by means of the fear of COVID-19. It was found that a positive orientation was regarded as a significant psychological source of strength to protect oneself against COVID-19-related mental issues.…”

Section: Discussionmentioning

confidence: 99%

Correlation between Positive Orientation and Control of Anger, Anxiety and Depression in Nursing Students in Poland, Spain and Slovakia during the COVID-19 Pandemic

Kupcewicz

Mikla

Kadučáková

et al. 2022

IJERPH

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(1) This study analysed the relationship between positive orientation and subjective control of anger, anxiety and depression in nursing students in Poland, Spain and Slovakia during the pandemic. (2) The survey was carried out by the diagnostic survey method in a group of 756 nursing students in Poland, Spain and Slovakia. The empirical data were gathered using an original survey questionnaire, the Positive Orientation Scale and the Courtauld Emotional Control Scale. (3) It was shown that the positive orientation level in Polish students was significantly lower than in students in Spain (p < 0.0001) and Slovakia (p < 0.0001). Low results for positive orientation were obtained in nearly half (47.18%) of the respondents in the Polish sample, whereas it was 34.18% and 31.18% in the Spanish and Slovak samples, respectively (p < 0.0001). A positive orientation was the most important predictor of emotional control among the nursing students at all the sites (p < 0.0001). (4) Positive orientation has been shown to have a significant impact on emotional control in nursing students during the pandemic. Therefore, it is important to carefully monitor students’ mental health during the pandemic to determine the demand for psychological and emotional support.

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“…Yeni öğrenmeler elde etmek, bu yolda emek sarfetmek ve bu yönde tutum ve davranıĢlar geliĢtirmek olarak görülebilecek akademik motivasyon, öğrenim sürecinde yer alan öğrenciler için gerçekleĢtirdikleri çalıĢmaları baĢarıyla sürdürmelerine ve performans göstermelerine olanak verecektir. Yeni öğrenmeler noktasında bireyin güdülenmesi olarak görülebilecek olan akademik motivasyon, bu durum için tutarlılık ve süreklilik de içermektedir (Günaydın, 2021).…”

Section: Gġrġġunclassified

Sinif Öğretmeni̇ Adaylarinin Akademi̇k Moti̇vasyonlarinin Bazi Deği̇şkenler Açisindan İncelenmesi̇

Yıldırım

YOLDAŞ

2023

Elektronik Sosyal Bilimler Dergisi

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Öğretmen adaylarının izledikleri öğrenme süreçlerinde taşıdıkları akademik motivasyon hem mevcut öğrenim süreçleri hem de gelecekte sahip olacakları mesleğin gerekliliklerini yerine getirmeleri adına önem taşımaktadır. Sürdürülen eğitim-öğretim sürecinde hizmet veren öğretim elemanlarının bu anlamda sağladığı katkı ve benimsedikleri sınıf yönetimi yaklaşımları da önemli bir etki oluşturmaktadır. Bu çalışmada, Eğitim Fakültelerinin Temel Eğitim Bölümü, Sınıf Öğretmenliği Anabilim Dalında öğrenim gören öğretmen adaylarının akademik motivasyon düzeyleri belirlenmeye çalışılmış ve elde edilen bulgular aracılığı ile sürdürülen sınıf yönetim süreçlerine katkı sağlanması hedeflenmiştir. Çalışmada, “Akademik Motivasyon Ölçeği” aracılığı ile Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Temel Eğitim Bölümü Sınıf Öğretmenliği Anabilim dalında öğrenim gören öğretmen adaylarından veri toplanmıştır. 2022 Güz Döneminde öğrenim gören 228 öğretmen adayının 144 kadarına %95 güven düzeyi ve %5 hata payı kapsamında ulaşılmıştır. Yedi boyut ve yirmi sekiz madden oluşan ölçme aracının uygulanması ile elde edilen verilere göre akademik motivasyon düzeyi yüksek bulunmuştur, cinsiyete, sınıf düzeyine, başarı puan ortalamalarına göre anlamlı fark göstermemiştir. Çalışmaya ait veriler SPSS paket programı ile analiz edilmiş olup, cinsiyet ve başarı puan ortalamalarına göre anlamlı fark durumu bağımsız örneklem t – testi ve sınıf düzeyine göre anlamlı fark durumu tek yönlü varyans analizi ile ele alınmıştır.

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The impact of social problem skills on academic motivation by means of Covid-19 fear

Cited by 11 publications

References 41 publications

Subjective Assessments of the Pandemic Situation and Academic Adaptation of University Students

Subjective Assessments of the Pandemic Situation and Academic Adaptation of University Students

Correlation between Positive Orientation and Control of Anger, Anxiety and Depression in Nursing Students in Poland, Spain and Slovakia during the COVID-19 Pandemic

Sinif Öğretmeni̇ Adaylarinin Akademi̇k Moti̇vasyonlarinin Bazi Deği̇şkenler Açisindan İncelenmesi̇

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