Impact of coronavirus and online exam anxiety on self-efficacy: the moderating role of coping strategy

Arora, Simple; Chaudhary, Priya; Singh, Reetesh K.

doi:10.1108/itse-08-2020-0158

Cited by 51 publications

(51 citation statements)

References 69 publications

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“…The current research explored the level of test anxiety during the COVID-19 pandemic and its results were aligned with the findings of a previous study carried out by Alsaady et al (2020). However, a study by Arora et al (2021) marked that the students reported more anxiety due to online examinations in comparison to coronavirus-induced anxiety.…”

Section: Results Of Hypothesis (1)supporting

confidence: 80%

“…Moreover, owing to the COVID -19, the higher education institutions were forced to change their entire instructional system to online. Although it allows learners to study from home, it hinders the delivery of interactive, face-to-face, personalized experience-based learning in lively campus life (Arora, 2021). However, during the COVID-19 pandemic, learners have different psychosocial responses (Sugiyanto et al, 2020).…”

Section: Results Of Hypothesis (1)mentioning

confidence: 99%

“…In addition, the cross-sectional study among the medical students during the COVID-19 conducted by Mastour et al (2021) showed that the level of anxiety among female students is significantly higher than among male students. Moreover, a research study conducted by Arora et al (2021) among university students was aimed at analyzing the effect of COVID-19 and online education on student's anxiety and self-efficacy. Their findings explained that students' anxiety has a negative effect on their self-efficacy.…”

Section: Test Anxietymentioning

confidence: 99%

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Test Anxiety and Its Relationship to Self-Esteem During the COVID-19 Pandemic

Hamid¹

2021

IJPS

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This research aimed to investigate the level of test anxiety and the relationship between test anxiety and self-esteem among the students of the faculty of Science and Arts in Rafha campus, Northern Border University, KSA during the COVID-19 pandemic. In addition, it intended to identify the differences in test anxiety among the students according to gender variable. The researcher applied the descriptive method, prepared a preliminary data form, and used the Westside Test Anxiety Scale by Driscoll (2007) and the Self-esteem Scale by El Sayed (2019). The data were collected online, and the sample size was (336) students. The results showed that the level of test anxiety among the students of the faculty of Science and Arts during the COVID-19 pandemic was high. The correlation coefficient between the impairment subscale and self-esteem was negative but statistically insignificant. Moreover, the correlation coefficients between both the worry subscale and the test anxiety total scores with the self-esteem resulted in a negative sign and statistically significant. There were significant differences in test anxiety among the students in the impairment subscale, the P-value was (0.005), which indicates that the difference between the two means is statistically significant, and the males’ mean is greater. While the P-value for the worry subscale was (0.226), which indicates that the difference was insignificant, the P-value of the test anxiety total scores was (0.029), which reveals that the difference between the two means is statistically significant, and the males’ mean is greater.

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Section: Results Of Hypothesis (1)supporting

confidence: 80%

Section: Results Of Hypothesis (1)mentioning

confidence: 99%

Section: Test Anxietymentioning

confidence: 99%

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Test Anxiety and Its Relationship to Self-Esteem During the COVID-19 Pandemic

Hamid¹

2021

IJPS

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“…It was only their psychological-spiritual coping strategies where they found significant difference among the generations. Arora et al (2021) examined the impact of coronavirus and online education on students’ anxiety and self-efficacy, and they found that coping strategies had a moderating role between anxiety and self-efficacy. The correlation was lower in students with higher levels of coping strategies (self-efficacy) than in students with lower levels of coping strategies (self-efficacy).…”

Section: Introductionmentioning

confidence: 99%

Exploring Coping Strategies of Different Generations of Students Starting University

Takács

Kárász

et al. 2021

Front. Psychol.

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Introduction: Coping strategies and adaptation skills are key features in successfully adjusting to university challenges. Coping skills are an essential part of the Psychological immune system, which leads to successful adaptation. Due to COVID-19 most universities have changed their face-to-face teaching for online education. Nevertheless, there is little concrete empirical evidence on how this generation of students with the ongoing impacts of disruptive changes can cope with it. Colleges and universities need to make changes in order to retain this new generation of students. Our aim was to explore the characteristics and changes in coping skills of university students from three different age groups.Method: Psychological coping skills were measured by the Psychological Immune Competence Inventory (PICI). Differences were detected between generations. Group comparisons (pre-2004, pre-Covid, and post-Covid) groups were compared) using PICI subscales using independent sample analysis of variance. The sample consisted of 4,731 university students, 2,768 (58.5%) were men and 1,730 (36.56%) were women.Results: Students from 2004 showed significantly higher scores in the Self-regulation subsystem scale compared to students in the pre-Covid and post-Covid groups. Self-regulation subsystem: F(2, 2,569.607) = 444.375, p < 0.001, η2 = 0.27: small effect, ω2 = 0.27; Resilience: F(2, 2,372.117) = 1171.855, p < 0.001, η2 = 0.14: small effect, ω2 = 0.14. Based on the results, the explained variance ratio was at least 10% based on self-regulation and resilience.Conclusions: Psychological immune capacity of students seems to decrease through the years. Nonetheless, interventions may have a further facilitating role in the maintenance and development of psychological immunity during college years.

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“…At the same time, education in times of pandemic has affected the emotional state of learners and teachers. Recent research indicates that students have experienced levels of anxiety that are higher for online assessments than for the spread of the virus, and teachers report an increase in negative emotions and a decrease in positive ones [3,4].…”

Section: Significance Of the Research Problemmentioning

confidence: 99%

Teachers’ Perceptions Analysis on Students’ Emotions in Virtual Classes during COVID19 Pandemic: A Lexical Availability Approach

et al. 2021

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Virtual education has grown exponentially in the past year due to the global COVID19 pandemic. In this context, the exploration of teachers’ perceptions of their students’ emotions when using ICTs has become more relevant. The aim of this study was two-fold, on the one hand, to analyze how teachers perceived their students’ emotions and, on the other hand, to analyze the emotions teachers wanted to modulate in their students when using ICTs. To this end, an interpretative and comparative study was implemented using the Lexical Availability technique. The sample was formed by 178 Chilean teachers who took a lexical availability test. The analysis included general vocabulary through network graphs and a comparison across gender, academic background, school type and knowledge area. The results made it possible to identify the latent mental lexicon of teachers, revealing significant differences in the perception of emotions, according to gender and ICTs use and according to gender and knowledge area. The study further projects the potential of lexical availability to determine the emotions required by Affective Informatics in the adaptability of educational systems and to make adjustments to the instructional design.

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Impact of coronavirus and online exam anxiety on self-efficacy: the moderating role of coping strategy

Cited by 51 publications

References 69 publications

Test Anxiety and Its Relationship to Self-Esteem During the COVID-19 Pandemic

Test Anxiety and Its Relationship to Self-Esteem During the COVID-19 Pandemic

Exploring Coping Strategies of Different Generations of Students Starting University

Teachers’ Perceptions Analysis on Students’ Emotions in Virtual Classes during COVID19 Pandemic: A Lexical Availability Approach

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