University students in COVID-19 lockdown : The role of adaptability and fluid reasoning in supporting their academic motivation and engagement
© 2022 The Authors.
| Publié dans: | Learning and instruction. - 1998. - 83(2023) vom: 19. Feb., Seite 101712 |
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| Auteur principal: | |
| Autres auteurs: | , |
| Format: | Article en ligne |
| Langue: | English |
| Publié: |
2023
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| Accès à la collection: | Learning and instruction |
| Sujets: | Journal Article Adaptability COVID-19 Engagement Fluid reasoning Job demands-resources Motivation |
| Résumé: | © 2022 The Authors. This study drew on Job Demands-Resources theory and data from 500 Australian university students to investigate the role of COVID-related lockdown, perceived adaptability, and fluid reasoning in students' self-efficacy-and the role of these factors in students' engagement and disengagement. Lockdown was associated with higher disengagement; perceived adaptability was associated with higher self-efficacy; and both perceived adaptability and fluid reasoning were significantly and positively associated with engagement. Self-efficacy significantly mediated the relationship between perceived adaptability and engagement and disengagement, while moderation tests revealed that fluid reasoning yielded a significant positive role for the self-efficacy of students in lockdown. These findings shed light on factors during COVID-19 that are implicated in students' academic development and provide direction for psycho-educational interventions |
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| Description: | Date Revised 09.09.2024 published: Print-Electronic Citation Status PubMed-not-MEDLINE |
| ISSN: | 0959-4752 |
| DOI: | 10.1016/j.learninstruc.2022.101712 |