Less Stress, More Satisfied in Online Learning During the COVID-19 Pandemic: The Moderating Role of Academic Resilience

Abstract

The COVID-19 outbreak triggered a sudden transformation in all aspects of life. Inevitably, educational environments were also affected. Previous studies found a sharp drop in student satisfaction and a simultaneous corresponding increase in academic stress when online learning was instituted due to the pandemic. Conversely, academic resilience is considered psychological capital; it enables students to overcome stress and stimulates satisfaction. The interactions of these three variables must thus be collectively examined. This study used the convenience sampling technique to investigate the moderating role of academic resilience vis-à-vis academic stress and student satisfaction with online learning during the COVID-19 pandemic. Data were collected via an online questionnaire from a sample of 337 Indonesian undergraduate students aged 18‒32 years recruited for this study. The questionnaire encompassed three measurement instruments: Stressor Scale for College Students (α =.85), Academic Resilience Scale-Indonesian version (α =.89), and Student Satisfaction with Online Learning (α =.90). Linear regression analysis revealed that academic stress exerted a significant negative effect on satisfaction with online learning. Academic resilience was a significant moderator, dampening the effects of academic stress on satisfaction with online learning. The theoretical and practical implications of the research results are also discussed.

The Impact of Academic Resilience on Academic Performance in College Students During the Covid-19 Pandemic

“…ICoPsy However, the results of the different tests did not show a statistically significant difference. This finding is different from the results of previous research studies (9,19,31,(41)(42)(43)(44). Previous research stated that there are differences in academic resilience based on differences in gender, parents' last education, and family socioeconomic status.…”

“…Students have a higher GPA in the science and technology study group, 6 𝑡ℎ -semester students (third year), and father's last education in junior high school (SMP). Previous research stated that there are differences in academic resilience based on differences in gender, parents' last education, and family socioeconomic status (9,19,31,(41)(42)(43)(44).…”

“…In general, the impact of the economic recession on students is difficulty in paying for education, considering changing education or career goals, managing limited resources according to priorities, and feeling hopeless and helpless (9). In addition, there has been a significant change in learning methods to adapt to the pandemic situation, namely study from home (SFH) (7).…”

Paradigm shift in medical education due to the COVID-19 pandemic: guidelines for developing a blended learning curriculum in medical education

“…37 Many studies claim that online and face to face teaching ensures the same outcomes but one has to be skeptical. 38,39 The psychomotor and affective domain can only be learned best in the real-life scenarios. The psychomotor skills are taught, acquired, performed, and lastly learned in the face-to-face real settings.…”

“…23 Apart from this, blended curriculum should be holistically evaluated including the satisfaction of students and faculty. It should include the feedback from all the stakeholders 9,39 The strength of this study is generating a wide range of ideas on a single problem, prioritizing and final selection of ideas through an anonymous democratic method. All the participants of this study had acknowledged that their opinions and suggestions were given importance in developing the guidelines.…”