Perceived Social Support, Psychological Capital, and Subjective Well-Being among College Students in the Context of Online Learning during the COVID-19 Pandemic

Huang, Liang; Zhang, Ting

doi:10.1007/s40299-021-00608-3

Cited by 84 publications

(72 citation statements)

References 63 publications

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“…Besides, it was found in research among patients and relocating women that perceived social support was positively correlated to overall PsyCap and its components, hope, self-efficacy, resilience, and optimism ( Foote et al, 1990 ; Schönfeld et al, 2017 ; Sagi et al, 2021 ). Furthermore, evidence from the Chinese college students’ sample showed that PsyCap significantly mediated the relationships between perceived social support and subjective wellbeing ( Huang and Zhang, 2021 ). Peer support’s positive effect on enhancing self-efficacy and emotional adaptation was also evidenced ( Wang, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Impact of Family Cohesion and Adaptability on Academic Burnout of Chinese College Students: Serial Mediation of Peer Support and Positive Psychological Capital

Wang

Tang

et al. 2021

Front. Psychol.

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This study aimed to explore the association between the functioning of family environment (i.e., family cohesion and family adaptability) and academic burnout of Chinese college students as well as the mediating effects of the interpersonal resource (i.e., peer support) and intrapersonal resource [i.e., positive psychological capital (PsyCap)] in this relationship. A total of 1971 Chinese undergraduates were involved in an online questionnaire survey and data analysis. It was found that family cohesion and adaptability was negatively related to academic burnout. Mediation analyses demonstrated that family cohesion and adaptability did not directly affect academic burnout, but indirectly through increasing PsyCap (characterized by optimism, hope, resilience, and self-efficacy), and through enhancing peer support and then increasing PsyCap in serial. Meanwhile, the relationship between family cohesion and adaptability and academic burnout was not mediated by peer support alone. These findings highlight the family environment’s crucial role in youth mental health and positive development in the college context.

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Section: Introductionmentioning

confidence: 99%

Impact of Family Cohesion and Adaptability on Academic Burnout of Chinese College Students: Serial Mediation of Peer Support and Positive Psychological Capital

Wang

Tang

et al. 2021

Front. Psychol.

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“…It uses the theory of self-determination and other empirical data and results of field research that investigate well-being and psychological variables associated with it, but in a more particular context, i.e., in the pandemic and of students. As shown by the results of the studies mentioned in the introductory part, in the pandemic, students encountered several difficulties in the transition and adaptation to online education (see for example, Yusuf and Jihan, 2020 ; Aftab et al, 2021 ; Huang and Zhang, 2021 ). We consider that some of these obstacles could be overcome with the help of some internal psychological variables, related to personality and regulation mechanisms of student motivation.…”

Section: Discussionmentioning

confidence: 99%

“…However, in the context of the pandemic, the percentages could be reconsidered and reanalyzed, either by certain categories of participants (for example, by groups of students) or in certain specific situations, such as the transition to online education. This is because the rapid and widespread transition to online education during the COVID-19 pandemic disrupted intercollegiate relationships and student learning routines, led to less familiar instructional methods, and created technological barriers to online student learning ( Huang and Zhang, 2021 ). They do not have access to all tools and learning materials in the virtual environment or students simply did not participate in online courses ( Yusuf and Jihan, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Psychological Variables Explaining the Students’ Self-Perceived Well-Being in University, During the Pandemic

2022

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IntroductionIn the coronavirus disease 2019 (COVID-19) pandemic, Romanian universities switched to emergency relocation and online education, with students experiencing a sense of isolation, which affected their well-being, pace and normal learning style, relationships with other colleagues, and Professors. Beyond the technological obstacles that have arisen in learning, the aim of this study is to highlight the psychological variables that are associated and that explain the self-perceived well-being of students, in university, in the pandemic. The psychological variables studied were the following: the level of openness and personal autonomy, as personality traits of students but also the mechanisms for regulating their academic motivation.MethodWe used a questionnaire-based survey, wherein all four research instruments had been validated and adapted to the investigated population. The subjects were BA and MA students at the University of Oradea, Romania (N = 150), the majority being females (95.5%) with the age range of 27 years old. Pearson Correlation and Multiple Linear Regression were used to test the two hypotheses.ResultsResearch data obtained in the correlation analysis, point out association relationships with moderate and high effects size, between positive attitude toward self, others and student life and: openness to learning, openness to aesthetics, behavioral autonomy, cognitive autonomy, intrinsic motivation, and identification motivation. Furthermore, in regression analysis, it was revealed that regarding the variance of results concerning students’ self-perceived well-being in university (positive attitude toward oneself, others, and student life), it contributes both of students’ personality traits (such as openness and personal autonomy) and their intrinsic motivation and identification motivation.ConclusionThe fundamental conclusion of the research is that, although the personality traits of students explain in a higher percentage the variability of results in students’ self-perceived well-being (in terms of positive attitude toward self, others, and student life), motivation regulation mechanisms play an important role, especially in the conditions of online activities. The results have direct implications for the work carried out in universities. The educational policies developed by specialists and government will have to emphasize the ways of forming resilient student communities in periods of sudden transition and adaptation to change which take place in education and society.

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“…In turn, poor academic performance has been found to affect the psychological well-being of students [ 105 , 106 , 107 ]. Moreover, Grubic et al [ 108 ] pointed out that the online learning might also cause more psychological stress for university students who have already experienced heightened levels of mental health problems and undermined psychological well-being during the COVID-19 pandemic [ 109 ].…”

Section: Discussionmentioning

confidence: 99%

Communication Apprehension and Psychological Well-Being of Students in Online Learning

Agrawal

Krishna

2021

Behavioral Sciences

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The current pandemic has modified how education, learning, and technology interact with one another inside universities. The usage of technology for instructional purposes raises the question of whether learning that happens in an online environment is as effective as traditional classroom models. Within this context, this study explores the psychological well-being of students during the COVID-19 pandemic, using an online cross-sectional survey. Data were collected from 246 university students currently studying at a private university in India. Hierarchical regression analysis and structural equation modelling were used to study the mediating effects between communication apprehension, perceived learning, and psychological well-being under the moderating effects of intention to use social media and psychological stress. Results show that higher intentions to use social media alleviated the negative effects of communication apprehension on perceived learning. Interestingly, it was also found that perceived learning had a significant positive relationship with psychological well-being when students experienced higher levels of psychological stress (eustress). Based on the technology acceptance model (TAM) and the transactional theory of stress and coping, we attempt to integrate the findings related to these theories, which can be considered distinct to previous studies. Implications, limitations, and future directions for research and practice have also been discussed.

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Perceived Social Support, Psychological Capital, and Subjective Well-Being among College Students in the Context of Online Learning during the COVID-19 Pandemic

Cited by 84 publications

References 63 publications

Impact of Family Cohesion and Adaptability on Academic Burnout of Chinese College Students: Serial Mediation of Peer Support and Positive Psychological Capital

Impact of Family Cohesion and Adaptability on Academic Burnout of Chinese College Students: Serial Mediation of Peer Support and Positive Psychological Capital

Psychological Variables Explaining the Students’ Self-Perceived Well-Being in University, During the Pandemic

Communication Apprehension and Psychological Well-Being of Students in Online Learning

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