Pojdi na slovensko stran članka / Go to the article page in Slovene
A comparative study of university students’ responses in the first and second COVID-19 pandemic waves
Neža Podlogar & Mojca Juriševič
Full text (pdf) | Views: 86 | Written in English. | Published: September 16, 2022
https://doi.org/10.20419/2022.31.555 | Cited By: CrossRef (0)
Abstract: The COVID-19 pandemic also affected the university setting, where the study process was conducted remotely for the first time. In our research, we were interested in how students of the Faculty of Education of the University of Ljubljana reacted to the changed emergency situation, both emotionally and cognitively. A total of 291 students participated in the study during the first pandemic wave and 382 students during the second pandemic wave. The aim of the study was to examine their views on emergency remote teaching, their psychosocial experience of the overall situation, self-regulation strategies used in distance learning and positivity. Although the overall psychosocial experience and positivity were comparable in the first and second waves of the pandemic, the emergency remote education in the second wave suited the students better. In the second wave, students reported fewer problems with the organisation of time and space, planning study work, in-depth study work, product quality and efficiency, but more problems with concentration and communication with classmates. Most self-regulation strategies were used to a similar extent. Differences emerged in two self-regulation strategies: in the second wave, students used time management to a lesser extent, but used help-seeking strategies more frequently than students in the first wave. The research findings contribute to a better understanding of the different experiences of students at different periods of the pandemic and provide professionals with an opportunity to focus on the critical elements when looking for ways to support students during emergency remote teaching in the pandemic.
Keywords: emergency remote learning, pandemic, self-regulation, positivity, higher education
Cite:
Podlogar, N., & Juriševič, M. (2022). A comparative study of university students’ responses in the first and second COVID-19 pandemic waves. Psihološka obzorja, 31, 472–481. https://doi.org/10.20419/2022.31.555
Reference list
Alessandri, G., Caprara, G. V., & Tisak, J. (2012). The unique contribution of positive orientation to optimal functioning: Further explorations. European Psychologist, 17(1), 44–54. CrossRef
Allen, R., Kannangara, C., Vyas, M., & Carson, J. (2022). European university students' mental health during Covid‑19: Exploring attitudes towards Covid‑19 and governmental response. Current Psychology, 1–14. CrossRef
Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 pan-demic on life of higher education students: A global perspective. Sustainability, 12(20), Article 8438. CrossRef
Barbaranelli, C., Paciello, M., Biagioli, V., Fida, R., & Tramontano, C. (2019). Positivity and behaviour: The mediating role of self-efficacy in organisational and educational settings. Journal of Happiness Stud-ies, 20, 707–727. CrossRef
Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1–6. CrossRef
Biwer, F., Wiradhany, W., oude Egbrink, M., Hospers, H., Wasenitz, S., Jansen, W., & de Bruin, A. (2021). Changes and adaptations: How university students self-regulate their online learning during the COVID-19 pan-demic. Frontiers in Psychology, 12, Article 642593. CrossRef
Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-Freih, M., Pete, J., Olcott, D., Jr., Rodes, V., Aranciaga, I., Bali, M., Alvarez, A. V., Jr., Roberts, J., Pazurek, A., Raf-faghelli, J. E., Panagiotou, N., de Coëtlogon, P., . . . Paskevicius, M. (2020). A global outlook to the inter-ruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1–126.
Bradley, R. L., Browne, B. L., & Kelley, H. M. (2017). Examining the influence of self-efficacy and self-regulation in online learning (EJ1162424). College Student Journal, 51(4), 518–530.
Brissette, I., Scheier, M. F., & Carver, C. S. (2002). The role of optimism in social network development, coping, and psychological adjustment during a life transition. Journal of Personality and Social Psychol-ogy, 82(1), 102–111. CrossRef
Caprara, V. C., Alessandri, G., Eisenberg, N., Kupfer, A., Steca, P., Caprara, M. G., Yamaguchi, S., Fukuza-wa, A., & Abela, J. (2012). The Positivity Scale. Psychological Assessment, 24(3), 701–712. CrossRef
Carter, R. A., Rice, M., Yang, S., & Jackson, H. A. (2020). Self-regulated learning in online learning envi-ronments: Strategies for remote learning. Information and Learning Sciences, 121(5/6), 321–329. CrossRef
Cochran, J. D., Baker, H. M., Benson, D., & Rhea, W. (2016). Business student perceptions of online learn-ing: Using focus groups for richer understanding of student perspectives. Organization Management Jour-nal, 13(3), 149–166. CrossRef
Dörrenbächer, L., & Perels, F. (2016). Self-regulated learning profiles in college students: Their relationship to achievement, personality, and the effectiveness of an intervention to foster self-regulated learning. Learning and Individual Differences, 51, 229–241. CrossRef
Eisenberg, N., Smith, C. L., Sadovsky, A., & Spinrad, T. (2004). Effortful control: Relations with emotion regulation, adjustment, and socialization in childhood. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory and applications (pp. 259–282). The Guilford Press.
Eom, S. B., & Ashill, N. (2016). The determinants of students' perceived learning outcomes and satisfaction in university online education: An update. Decision Sciences Journal of Innovative Education, 14(2), 185–215. CrossRef
Evans, J. R., & Mathur, A. (2018). The value of online surveys: A look back and a look ahead. Internet Research, 28(4), 854–887. CrossRef
Flores, M. A., Barros, A., Simão, A. M. V., Pereira, D., Flores, P., Fernandes, E., Costa, L., & Ferreira, P. C. (2022). Portuguese higher education students' adaptation to online teaching and learning in times of the COVID-19 pandemic: Personal and contextual factors. Higher Education, 83, 1389–1408. CrossRef
Glaser, B. G., & Strauss, A. L. (2006). The discovery of grounded theory: Strategies for qualitative re-search. Aldine Transaction.
Gonzales, T., de la Rubia, M. A., Hincz, K. P., Comas-Lopez, M., Subirats, L., Fort, S., & Sacha, G. M. (2020). Influence of COVID-19 confinement on students' performance in higher education. PLoS ONE, 15(10), Article e0239490. CrossRef
Guszkowska, M., & Dąbrowska-Zimakowska, A. (2022). Coping with stress during the second wave of the COVID-19 pandemic by Polish university students: Strategies, structure, and relation to psychological well-being. Psychology Research and Behavior Management, 15, 339–352. CrossRef
Hamza, C. A., Ewing, L., Heath, N. L., & Goldstein, A. L. (2020). When social isolation is nothing new: A longitudinal study psychological distress during COVID-19 among university students with and without preex-isting mental health concerns. Canadian Psychology/Psychologie Canadienne, 62(1), 20–30. CrossRef
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review.
Holzer, J., Lüftenegger, M., Käser, U., Korlat, S., Pelikan, E., Schultze-Krumbholz, A., Spiel, C., Wachs, S., & Schober, B. (2021). Students' basic needs and well-being during the COVID-19 pandemic: A two-country study of basic psychological need satisfaction, intrinsic learning motivation, positive emotion and the moderat-ing role of self-regulated learning. International Journal of Psychology, 56(6), 843–852. CrossRef
Hong, J. C., Lee, Y. F., & Ye, J. H. (2021). Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown. Personality and Individual Differences, 174, Article 110673. CrossRef
Jenaabadi, H., Ahani, M. A., & Sabaghi, F. (2015). Examining the relationship of optimism and emotion reg-ulation strategies with general health among students of University of Sistan and Baluchestan. Health, 7(7), 865–872. CrossRef
Li, H. Y., Cao, H., Leung, D. Y. P., & Mak, Y. W. (2020). The psychological impacts of a COVID-19 out-break on college students in China: A longitudinal study. International Journal of Environmental Re-search and Public Health, 17(11), Article 3933. CrossRef
Mosanya, M. (2020). Buffering academic stress during the COVID-19 pandemic related social isolation: Grit and growth mindset as protective factors against the impact of loneliness. International Journal of Applied Positive Psychology, 6(2), 159–174. CrossRef
Mudenda, S., Zulu, A., Phiri, M. N., Ngazimbi, M., Mufwambi, W., Kasanga, M., & Banda, M. (2020). Im-pact of coronavirus disease 2019 (COVID-19) on college and university students: A global health and education problem. Aquademia, 4(2), Article ep20026. CrossRef
Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, limitations and recommendations for online learning during COVID-19 pandemic era. Pakistan Journal of Medical Sciences, 36(COVID19-S4), 27–31. CrossRef
Reed, D. (2016). Coping with occupational stress: The role of optimism and coping flexibility. Psychology Research Behaviour Management, 71(9), 71–79. CrossRef
Ristić Dedić, Z. (2020). Pilot istraživanje učeničkih potreba i suočavanja s izazovima online nastave u ožujku 2020. godine (Preliminarno izvješće) [Pilot survey of student needs and coping with the challeng-es of online learning in March 2020 (Preliminary report)]. Institut za društvena istraživanja u Zagrebu.
Robson, K., & Mills, A. J. (2022). Teaching, fast and slow: Student perceptions of emergency remote educa-tion. Journal of Marketing Education, 44(2), 203–216. CrossRef
Sahu, P. (2020). Closure of universities due to coronavirus disease 2019 (COVID-19): Impact on education and mental health of students and academic staff. Cureus, 12(4), Article e7541. CrossRef
Schunk, D. H., & Greene, J. A. (2018). Historical, contemporary, and future perspectives on self-regulated learning and performance. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learn-ing and performance (2nd ed., pp. 1–15). Routledge. CrossRef
Singh, S., & Sagar, R. (2021). A critical look at online survey or questionnaire-based research studies during COVID-19. Asian Journal of Psychiatry, 65, Article 102850. CrossRef
Son, C., Hegde, S., Smith, A., Wang, X., & Sasangohar, F. (2020). Effects of COVID-19 on college students' mental health in the United States: Interview survey study. Journal of Medical Internet Research, 22(9), Article e21279. CrossRef
Tho, N. D., Trang, N. T. M., & Gregory, S. (2020). Positivity and quality of college life of business students: The mediating role of learning approaches. Studies in Educational Evaluation, 66, Article 100908. CrossRef
Usher, E. L., & Schunk, D. H. (2018). Social cognitive theoretical perspective of self-regulation. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp.19–35). Routledge. CrossRef
Vergara-Rodríguez, D., Antón-Sancho, Á., & Fernández-Arias, P. (2022). Variables influencing professors' ad-aptation to digital learning environments during the COVID-19 pandemic. International Journal of Envi-ronmental Research and Public Health, 19(6), Article 3732. CrossRef
Wandler, J., & Imbriale, W. (2017). Promoting undergraduate student self-regulation in online learning envi-ronments. Online Learning, 21(2). CrossRef
Wang, X., Hegde, S., Son, C., Keller, B., Smith, A., & Sasangohar, F. (2020). Investigating mental health of US college students during the COVID-19 pandemic: Cross-sectional survey study. Journal of Medical Internet Research, 22(9), Article e22817. CrossRef
Yıldırım, M., & Güler, A. (2021). Positivity explains how COVID-19 perceived risk increases death distress and reduces happiness. Personality and Individual Differences, 168, Article 110347. CrossRef
Zimmerman, B. J. (2005). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation: Research, theory and applications (pp. 13–39). Academic Press.
Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135–147. CrossRef
Žerak, U., Podlogar, N., Lišić, A., Lavrih, L., Fricelj, N., & Juriševič, M. (2021). Značilnosti učne samoregu-lacije študentov pri študiju na daljavo med epidemijo covida-19 [The characteristics of students' learning self-regulation in distance learning during the COVID-19 epidemic]. Sodobna pedagogika, 72, 234–251.