University students in COVID-19 lockdown : The role of adaptability and fluid reasoning in supporting their academic motivation and engagement

© 2022 The Authors.

Bibliographische Detailangaben
Veröffentlicht in:Learning and instruction. - 1998. - 83(2023) vom: 14. Feb., Seite 101712
1. Verfasser: Martin, Andrew J (VerfasserIn)
Weitere Verfasser: Ginns, Paul, Collie, Rebecca J
Format: Online-Aufsatz
Sprache:English
Veröffentlicht: 2023
Zugriff auf das übergeordnete Werk:Learning and instruction
Schlagworte:Journal Article Adaptability COVID-19 Engagement Fluid reasoning Job demands-resources Motivation
Beschreibung
Zusammenfassung:© 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
Beschreibung:Date Revised 09.09.2024
published: Print-Electronic
Citation Status PubMed-not-MEDLINE
ISSN:0959-4752
DOI:10.1016/j.learninstruc.2022.101712