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NLM348349297 |
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DE-627 |
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231226s2023 xx |||||o 00| ||eng c |
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7 |
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|a 10.1016/j.learninstruc.2022.101712
|2 doi
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| 028 |
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2 |
|a pubmed24n1528.xml
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|a eng
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| 100 |
1 |
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|a Martin, Andrew J
|e verfasserin
|4 aut
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| 245 |
1 |
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|a University students in COVID-19 lockdown
|b The role of adaptability and fluid reasoning in supporting their academic motivation and engagement
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| 264 |
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|c 2023
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| 336 |
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|a Text
|b txt
|2 rdacontent
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|a ƒaComputermedien
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|2 rdamedia
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| 338 |
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|a ƒa Online-Ressource
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|2 rdacarrier
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|a Date Revised 09.09.2024
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|a published: Print-Electronic
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|a Citation Status PubMed-not-MEDLINE
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|a © 2022 The Authors.
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|a 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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| 650 |
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|a Journal Article
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|a Adaptability
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| 650 |
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|a COVID-19
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| 650 |
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|a Engagement
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| 650 |
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|a Fluid reasoning
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| 650 |
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4 |
|a Job demands-resources
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| 650 |
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4 |
|a Motivation
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| 700 |
1 |
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|a Ginns, Paul
|e verfasserin
|4 aut
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| 700 |
1 |
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|a Collie, Rebecca J
|e verfasserin
|4 aut
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| 773 |
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|i Enthalten in
|t Learning and instruction
|d 1998
|g 83(2023) vom: 14. Feb., Seite 101712
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|g year:2023
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|u http://dx.doi.org/10.1016/j.learninstruc.2022.101712
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