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Higher education students' achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey.

ABSTRACT: The outbreak of the COVID-19 pandemic has had a wide range of negative consequences for higher education students. We explored the generalizability of the control-value theory of achievement emotions for e-learning, focusing on their antecedents. We involved 17019 higher education students from 13 countries, who completed an online survey during the first wave of the pandemic. A structural equation model revealed that proximal antecedents (e-learning self-efficacy, computer self-efficacy) mediated the relation between environmental antecedents (cognitive and motivational quality of the task) and positive and negative achievement emotions, with some exceptions. The model was invariant across country, area of study, and gender. The rates of achievement emotions varied according to these same factors. Beyond their theoretical relevance, these findings could be the basis for policy recommendations to support stakeholders in coping with the challenges of e-learning and the current and future sequelae of the pandemic.

SUBMITTER: Raccanello D

PROVIDER: S-EPMC9095445 | biostudies-literature | 2022 Aug

REPOSITORIES: biostudies-literature

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Higher education students' achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey.

Raccanello Daniela D Balbontín-Alvarado Roxana R Bezerra Denilson da Silva DDS Burro Roberto R Cheraghi Maria M Dobrowolska Beata B Fagbamigbe Adeniyi Francis AF Faris MoezAlIslam Ezzat ME França Thais T González-Fernández Belinka B Hall Rob R Inasius Fany F Kar Sujita Kumar SK Keržič Damijana D Lazányi Kornélia K Lazăr Florin F Machin-Mastromatteo Juan D JD Marôco João J Marques Bertil P BP Mejía-Rodríguez Oliva O Méndez Prado Silvia Mariela SM Mishra Alpana A Mollica Cristina C Navarro Jiménez Silvana G SG Obadić Alka A Mamun-Ur-Rashid Md M Ravšelj Dejan D Tatalović Vorkapić Sanja S Tomaževič Nina N Uleanya Chinaza C Umek Lan L Vicentini Giada G Yorulmaz Özlem Ö Zamfir Ana-Maria AM Aristovnik Aleksander A

Learning and instruction 20220512

The outbreak of the COVID-19 pandemic has had a wide range of negative consequences for higher education students. We explored the generalizability of the control-value theory of achievement emotions for e-learning, focusing on their antecedents. We involved 17019 higher education students from 13 countries, who completed an online survey during the first wave of the pandemic. A structural equation model revealed that proximal antecedents (e-learning self-efficacy, computer self-efficacy) mediat ...[more]

PMID: 35578734

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Project description:IntroductionEthiopian students' academic achievement goes beyond just cognitive ability. It is interwoven with psychological and social factors. This analysis examines how these interconnected dimensions, including behaviour, emotions, and mental well-being, influence academic attainment. By revealing the multifaceted factors that shape student well-being and success, this review highlights their critical role in the higher education landscape.MethodsThis systematic review and meta-analysis study aimed to contribute to the academic literature by exploring the psychosocial factors affecting the academic achievement of Ethiopian higher education students. It leveraged a diverse array of scholarly databases, and adherence to recommended reporting guidelines ensured methodological rigor and transparency throughout the investigation.ResultThis systematic review synthesizes findings from 14 high-quality Ethiopian cross-sectional studies assessed using the Newcastle-Ottawa Scale. The overall pooled mean grade point average of respondents was 3.04, [(95 % CI: 2.75, 3.32), I2 = 0.00 %, P < 0.001)]. The pooled odds ratio psychosocial predictors of academic achievement was 0.47, [(95 % CI: 0.46, 0.48), I2 = 0.00 %, P = 0.001)]. The study explored factors affecting academic achievement, including psychological (sleep, stress, self-esteem) and sociological factors (social media, financial hardship, social support). The review found that these factors emerged as significant influences, highlighting the multifaceted nature of academic success.ConclusionThis synthesized study champions a holistic approach to education, urging the integration of academic progress and student well-being. It emphasizes interventions in mental health, social support, and resource access, and acknowledge their multifaceted impact on learning. In addition, it would be better to build inclusive environments with the involvement of educators and policymakers to optimize the academic success of higher education students.

Dataset Information

Higher education students' achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey.

Publications

Higher education students' achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey.

Similar Datasets

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