Do Academic Stress, Burnout and Problematic Internet Use Affect Perceived Learning? Evidence from India during the COVID-19 Pandemic

Basri, Savitha; Hawaldar, Iqbal Thonse; Nayak, Raveendranath Ravi; Rahiman, Habeeb Ur

doi:10.3390/su14031409

Cited by 38 publications

(37 citation statements)

References 84 publications

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“…More broadly, many academic studies revealed that adults reported decreased physical activity and an increased food intake during the COVID-19 pandemic lockdowns, relative to the pre-pandemic periods, as well as increased binge drinking, and on average, that was also identified among a smaller proportion of the undergraduate respondents. Although most students expressed concerns about their academic performance, it is noteworthy that nearly half of them reported lower levels of stress related to academic pressures and classroom workloads after the start of the COVID-19 pandemic [ 53 , 54 , 55 ].…”

Section: Literature Review: Covid-19 and The Mental Health And Psycho...mentioning

confidence: 99%

Social Health and Psychological Safety of Students Involved in Online Education during the COVID-19 Pandemic

Коrneeva

Strielkowski

Krayneva

et al. 2022

IJERPH

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Our paper focuses on the issues of social health and psychological safety of university students involved in digital sustainable education during the COVID-19 pandemic. Currently, modern education is becoming inclusive due to the advancements in information and communication technologies (ICT), and it is important not only to stress the relevance of sustainable development and the use of digital technologies, but also their impact on students at schools and universities worldwide. Digital literacy is a newly emerging feature that results from the attitude of team members in the field of digital technologies. This paper explores the impacts of the COVID-19 pandemic on students’ learning and well-being and outlines the potential considerations for educational systems as they support students through the recovery period and beyond. Our study is based on the results of our own survey that was administered using a snowball and convenient sample of 1524 respondents (aged 19–26 years; 56.2% females and 43.8% males) from the Czech Republic (N = 804) and Russia (N = 720). We employed the ANOVA and Dirichlet Process mixtures of Generalized Linear Models (DP-GLM) in order to explain the causes of stress and anxiety after grouping variables represented by gender and the study specializations. Our results demonstrate that more than 87% of the students in the sample expressed a medium to high vulnerability to stress, while 58% of the respondents were affected by severe anxiety during their online education engagement. The most important factors that emerged as significant were the fear of getting infected and social distancing, while the best strategy to cope with the stress was self-control. These results allow us to provide practical recommendations for effectively coping with and controlling stress and anxiety among students in the post-pandemic era. In addition, our findings might contribute considerably to the study of the overall long-term effect of the COVID-19 pandemic on the university students, in general, and the use of digital technologies in higher education, as well as on the public health.

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Section: Literature Review: Covid-19 and The Mental Health And Psycho...mentioning

confidence: 99%

Social Health and Psychological Safety of Students Involved in Online Education during the COVID-19 Pandemic

Коrneeva

Strielkowski

Krayneva

et al. 2022

IJERPH

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“…Because educational gains are dependent on course completion and the viability and sustainability of MOOCs are determined by learner continuance intention (Bhattacherjee & Premkumar, 2004;Barnes, 2011;Wan et al, 2020), a study of factors influencing continuance intention and not short-term usage is required to understand the ultimate success of MOOCs (Daghan & Akkoyunlu, 2016;Nikou & Economides, 2017;Chao, 2019). Although, there have been studies utilizing the survey analysis and case study technique to investigate MOOC retention (Greene et al, 2015;DeFreitas et al, 2015), very less is learned about the intentions of MOOC learners to continue taking MOOCs during this pandemic, when students experienced problematic internet use and academic burnout, resulting in impaired learning (Basri et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Students’ continuance intention to use MOOCs: empirical evidence from India

2022

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In recent years, there has been an increasing interest in understanding the Massive open online courses (MOOCs) due to its gaining popularity. Even though the number of online platforms and programs has grown during the COVID-19 pandemic, there is still a high rate of dropout and non-completion. In this work, the expectation-confirmation model is combined with MOOC features such as perceived openness, perceived reputation, and other factors i.e., perceived enjoyment, and perceived computer self-efficacy to investigate the learner’s continued intention to use MOOC. A survey was undertaken and the data was collected from 383 students pursuing their degrees (undergraduate and post-graduate) in Karnataka state, India. The collected data were analyzed with structural equation modelling in Smart PLS 3. The study confirms a significant influence of confirmation and perceived usefulness on satisfaction, and direct significant influence of perceived computer self-efficacy, satisfaction, and perceived usefulness on continuance intention. Also, the results demonstrated the significant influence of confirmation on perceived enjoyment and usefulness and the effect of computer self-efficacy on usefulness. The findings in this study indicate that the MOOC platforms should focus on confirming learner expectations and the usefulness of courses to ensure student satisfaction and continuance of courses.

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“…Students are also under pressure academically because of the pandemic and lack of social interactions due to increased online exposure. Surprisingly, Basri et al (2022) found a non-significant negative total effect of stress on perceived learning. This suggests that effective learning requires a certain level of stress.…”

Section: Perceived Learningmentioning

confidence: 85%

Predictors of Student Satisfaction and Perceived Learning in Online Distance Learning: The Effects of Self-efficacy and Interaction

Rahman¹,

Omar²,

Fatzel³

et al. 2022

IJARBSS

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The increasing number of COVID-19 cases in Malaysia forced the Ministry of Higher Education to postpone reopening the university in October 2020. To ensure continuity of learning, universities had no choice but to continue with online distance learning (ODL). Though ODL is not a new experience, the absence of first-time face-to-face meetings is challenging. Due to the importance of student satisfaction and perceived learning as outcomes of online learning, the factors affecting these variables should be considered extensively. The purpose of this study is to examine the influence of online learning self-efficacy, learner-content interaction, learner-instructor interaction, and learner-learner interaction on student satisfaction and perceived learning. An online questionnaire survey method was used to collect data among diploma accounting students of University Teknologi Mara, Tapah. By deploying SPSS, 321 surveys were analyzed. The multiple regression results revealed that only self-efficacy, learner-content interaction, and learner-learner interaction were significantly predictive of student satisfaction and perceived learning. The results also found that learner-content interaction was the most contributed predictor of student satisfaction and perceived learning. However, learner-instructor interaction was not a significant predictor of both dependent variables. The findings of the study could be beneficial for educators in designing lesson content and planning for teaching methods and styles to improve the interaction with the students. This study also addressed how educators may practically prepare students for asynchronous online courses by teaching them to learn with a high level of self-efficacy and by encouraging student interaction.

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Do Academic Stress, Burnout and Problematic Internet Use Affect Perceived Learning? Evidence from India during the COVID-19 Pandemic

Cited by 38 publications

References 84 publications

Social Health and Psychological Safety of Students Involved in Online Education during the COVID-19 Pandemic

Social Health and Psychological Safety of Students Involved in Online Education during the COVID-19 Pandemic

Students’ continuance intention to use MOOCs: empirical evidence from India

Predictors of Student Satisfaction and Perceived Learning in Online Distance Learning: The Effects of Self-efficacy and Interaction

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