Don’t Waste a Crisis: COVID-19 and Marketing Students’ Self-Regulated Learning in the Online Environment

Abstract

This research examines the extent to which a crisis situation, such as the COVID-19 pandemic, affects marketing students’ self-regulated learning (SRL) and grade expectations. Data were collected from 841 undergraduate marketing students and analyzed using the Hayes process macro to test the proposed framework. The results show direct and significant effects of SRL and its substrategies (goal setting, environmental structuring, and time management) on students’ grade expectations. However, help-seeking and self-evaluation strategies do not have a direct effect on students’ grade expectations. Instead, the analysis shows that the comparative appraisal of grades mediates these effects. In addition, crisis impact moderates the relationship of goal setting, time management, and self-evaluation with students’ grade expectations. These results advance the understanding of SRL and self-determination theory by showing how a radical disruption can transform students’ learning and, in turn, affect their perceptions of performance outcomes. This research contributes to the pandemic pedagogy by suggesting not only that marketing educators should be upskilled in the use of technology but also that they should develop curriculum design and pedagogical strategies that support SRL and work to devise appropriate curricula that help marketing students become independent learners.

Balancing Motivation and Self- Regulated Learning in Online Classes among Undergraduates

“…The Covid-19 pandemic also directly affects self-regulated learning in an online learning environment. Research by Meshram (2022) investigates how the COVID-19 pandemic affected marketing students' self-regulated learning and grade expectations. The Hayes process macro was used to test the proposed framework on 841 undergraduate marketing students, and the findings indicate that SRL and its sub strategies have a direct and significant impact on students' grade expectations.…”

The Development of Students' Assessment Literacies as They Transition to University: An Exploratory Case Study

“…From a social cognitive theory perspective, help-seeking in academic contexts involves students' agentic and self-regulated gathering of information from a variety of sources that can be used to help them achieve their educational goals (e.g., Meshram et al, 2022;Zimmerman, 2000). Drawing on social supports such as those discussed above, help-seeking can facilitate student success, but as Harvey et al (2006) observed, "students who most need the support are not always those who make use of it" (p. 4).…”

“…help-avoidance "Instances when students know that they need help but do not seek it" (Ryan et al, 2001, p. 94). help-seeking Students' agentic and self-regulated gathering of information from a variety of sources that can be used to help them achieve their educational goals (e.g., Meshram et al, 2022;Zimmerman, 2000). imposter phenomenon/ syndrome In the academic environment, "intellectual self-doubt" (Schubert & Bowker, 2017, p. 749) like feelings/beliefs that one should not be (does not deserve to be) where they are, or that their success is due to luck or chance instead of their own abilities.…”