Online Learning Stress and Chinese College Students’ Academic Coping during COVID-19: The Role of Academic Hope and Academic Self-Efficacy

Wong, Wai-lap Lance; Yuen, Ka-Wai Anna

doi:10.1080/00223980.2022.2148087

Cited by 12 publications

(6 citation statements)

References 89 publications

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“…Bookmark not defined.Error! Bookmark not defined.Students' academic performance and overall level of adjustment can be significantly enhanced by nurturing academic hope [28]. These findings emphasize the importance of exploring and clarifying academic hope for academic adjustment in educational psychology research and practice.…”

Section: The Mediating Effect Of Academic Hopementioning

confidence: 69%

The Relationship Between Perceived Peer Support and Academic Adjustment Among Higher Vocational College Students: The Chain-Mediating Effect of Academic Hope and Professional Identity and the Moderating Effect of Educational Background

Zhu,

Lu,

2024

Preprint

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Perceived peer support is a critical factor in the academic adjustment of higher vocational college students. While previous studies have explored this relationship, few studies have delved into the underlying mechanisms. This study surveyed 9782 students from 35 higher vocational colleges in 13 provinces and cities in China to explore the relationship and mechanisms between perceived peer support and academic adjustment. Drawing on Conservation of Resources theory and Social Support Resource theory, the findings revealed that perceived peer support not only directly predicted the academic adjustment of higher vocational college students, but also indirectly through the independent mediating effect of academic hope and professional identity, as well as the chain-mediating effect of academic hope to professional identity. Additionally, students from vocational high schools showed a more significant increase in academic hope due to perceived peer support compared to those from general high schools, highlighting the moderating effect of educational background. The study provided a new theoretical perspective for understanding the complex mechanisms of academic adjustment in students and offers valuable guidance for educational practice, emphasizing the importance of fostering perceived peer support, academic hope, and professional identity in higher vocational education.

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Section: The Mediating Effect Of Academic Hopementioning

confidence: 69%

The Relationship Between Perceived Peer Support and Academic Adjustment Among Higher Vocational College Students: The Chain-Mediating Effect of Academic Hope and Professional Identity and the Moderating Effect of Educational Background

Zhu,

Lu,

2024

Preprint

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“…Traditionally, explanatory conceptual models in Psychology have been developed in the context of a specific discipline. For example, in analyzing the problem of stress and well-being at university, most of the existing models and evidence take a marked neuropsychological, clinical, health-related view ( Gu and Mao, 2023 ; Wong and Yuen, 2023 ), and do not include the psychoeducational view, connected to the context of teaching-learning processes and other contextual variables. This positioning constitutes a microanalysis or molecular-clinical focus of analysis, ignoring the contextual-molar or interactive level ( de la Fuente et al, 2019 ).…”

Section: Justificationmentioning

confidence: 99%

Conceptual Utility Model for the Management of Stress and Psychological Wellbeing, CMMSPW™ in a university environment: theoretical basis, structure and functionality

de la Fuente,

Martínez-Vicente

2024

Front. Psychol.

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This article describes and introduces the Conceptual Utility Model for the Management of Stress and Psychological Wellbeing, CMMSPW™ Its purpose is to assess, evaluate and treat stress and psychological wellbeing. First, the theoretical assumptions of the model are presented. This model is an application of the 3P Model, Theory of Internal vs. External Behavioral Regulation and the Model of Competency for the Management of Stress and Psychological Wellbeing. Second, the conceptual structure of the model is presented. This model allows the structural and functional determination of the variables and predictive, mediating and final factors for stress and psychological wellbeing. Third, the functional structure is presented. For predictive factors, the internal and external self-regulation theoretical model allows us to assess levels of internal and external regulation of the individual and their context, as well as other personal and contextual factors involved in self-regulation. For mediating factors, the model of competence for the management of stress and wellbeing allows us to analyze conceptual (concept and principles), mediating (skills and metaskills) and attitudinal (attitudes, values and habits) variables. Finally, in relation to factors that condition outcomes, we can determine levels of response to stress and psychological wellbeing. Finally, limitations and conclusions are presented. The model also allows us to determine predictive relationships between those three types of variables and is functionally transferable to other contexts, including contexts proper to the psychology of education, clinical practice and healthcare, and psychosocial, organizational and technological contexts.

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“…In the existing literature, evidence of empirical research has consistently identified academic self-efficacy as a robust predictor of students’ academic achievement, as measured through various indicators such as GPA, dropouts, and self-reported academic performance [ 24 , 25 ]. This can be especially true in the context of emergency online learning during COVID-19 as students are found to heavily rely on their personal beliefs as an internal strength to offset pandemic-related impacts and the concomitant learning loss [ 14 ].…”

Section: Literature Reviewmentioning

confidence: 99%

“…These two variables were examined as crucial mediators in that research has highlighted teacher support as a proximal social determinant of students’ academic self-efficacy and engagement in course learning [ 10 , 11 ], both of which contribute to the multilayered personal factors that interact to affect students’ academic achievement [ 12 , 13 ]. This is exactly the case in the context of emergency online learning, given the irreplaceable role that teacher support plays in fostering students’ beliefs in overcoming exceptional challenges and sustaining their engagement in academic activities [ 6 , 14 ]. Since emergency online learning will continue to be an essential part of the educational landscape in the post-COVID era [ 15 ], the research findings can provide useful implications for university managers and teachers to adapt and improve online teaching practices in ways of fostering student engagement and promoting academic achievement.…”

Section: Introductionmentioning

confidence: 99%

Teacher Support, Academic Self-Efficacy, Student Engagement, and Academic Achievement in Emergency Online Learning

Huang,

Wang

2023

Behavioral Sciences

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With a sample of 651 university students experiencing emergency online learning during COVID-19, this study constructed a structural equation modelling to examine the effects of teacher support on students’ academic achievement, with a particular focus on the mediating roles of academic self-efficacy and student engagement. The results show that teacher support had significant total influences on university students’ academic achievement. Furthermore, academic self-efficacy and student engagement, respectively, mediated the effects of teacher support on students’ academic achievement. In addition, academic self-efficacy and student engagement sequentially mediated the effects of teacher support on students’ academic achievement. Research implications are also discussed.

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Online Learning Stress and Chinese College Students’ Academic Coping during COVID-19: The Role of Academic Hope and Academic Self-Efficacy

Cited by 12 publications

References 89 publications

The Relationship Between Perceived Peer Support and Academic Adjustment Among Higher Vocational College Students: The Chain-Mediating Effect of Academic Hope and Professional Identity and the Moderating Effect of Educational Background

The Relationship Between Perceived Peer Support and Academic Adjustment Among Higher Vocational College Students: The Chain-Mediating Effect of Academic Hope and Professional Identity and the Moderating Effect of Educational Background

Conceptual Utility Model for the Management of Stress and Psychological Wellbeing, CMMSPW™ in a university environment: theoretical basis, structure and functionality

Teacher Support, Academic Self-Efficacy, Student Engagement, and Academic Achievement in Emergency Online Learning

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