Study satisfaction among university students during the COVID-19 pandemic: Longitudinal development and personal-contextual predictors

Gadosey, Christopher K.; Grunschel, Carola; Kegel, Lena S.; Schnettler, Theresa; Turhan, Derya; Scheunemann, Anne; Bäulke, Lisa; Thomas, Laura; Buhlmann, Ulrike; Dresel, Markus; Fries, Stefan; Leutner, Detlev; Wirth, Joachim

doi:10.3389/fpsyg.2022.918367

Cited by 5 publications

(1 citation statement)

References 63 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this context, academic satisfaction in higher education has revealed a range of interconnected factors significantly influencing the student experience. Central to these findings is the role of academic satisfaction, defined as the enjoyment and appreciation of academic experiences, which is a key predictor of student retention and completion of studies (Yekefallah et al, 2021;Gadosey et al, 2022). This satisfaction is linked both to the quality of educational service and student loyalty, serving as a tangible indicator of excellence (Rossini et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Emotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendance

Mamani-Benito,

Esteban,

Huayta-Meza

et al. 2024

Front. Educ.

View full text Add to dashboard Cite

IntroductionThe COVID-19 pandemic has significantly transformed various sectors, including higher education, exposing structural weaknesses and fostering the adoption of innovative teaching methods. This situation has created the need to understand how these changes have affected the academic satisfaction, academic engagement, and mental well-being of university students during the return to in-person education at universities.MethodsIn this explanatory study, 1,321 Peruvian university students (52.1% women) aged between 18 and 35 years old (M = 20.16, SD = 3.04) participated. Participants were selected through a non-probabilistic convenience sampling method, recruited from the 3 regions of Peru (88.7% from the highlands, 76.2% from private universities), from faculties such as business sciences, humanities and education, engineering, and health sciences. Data were collected using the Emotional Exhaustion Scale (EES), the Brief Scale of Satisfaction with Studies (BSSS), and the Academic Engagement Scale (UWES S9).ResultsThe model relating the study variables showed an adequate fit: χ2(4) = 31.5, p < 0.001, CFI = 0.986, RMSEA = 0.072, SRMR = 0.017. The hypotheses were supported, showing the effect on satisfaction with studies both from emotional exhaustion, β = −0.11, p < 0.001, and from academic engagement, β = 0.61, p < 0.001. Additionally, a 43% variance was explained in satisfaction with studies.ConclusionThis study evidence that, in the post-pandemic context, emotional exhaustion is a negative predictor of academic satisfaction, while academic engagement is positively associated with it. These findings suggest the need for educational strategies that mitigate emotional exhaustion and promote academic engagement to improve student satisfaction and well-being in the new educational normality.

show abstract

Section: Introductionmentioning

confidence: 99%

Emotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendance

Mamani-Benito,

Esteban,

Huayta-Meza

et al. 2024

Front. Educ.

View full text Add to dashboard Cite

show abstract

Vicious and virtuous relationships between procrastination and emotions: an investigation of the reciprocal relationship between academic procrastination and learning-related anxiety and hope

Gadosey,

Schnettler,

Scheunemann

et al. 2023

Eur J Psychol Educ

View full text Add to dashboard Cite

Although cross-sectional studies depict (negative) emotions as both antecedents and consequences of trait procrastination, longitudinal studies examining reciprocal relationships between procrastination and emotions are scant. Yet, investigating reciprocal relationships between procrastination and emotions within long-term frameworks can shed light on the mechanisms underlying these relationships. Additionally, the role of positive emotions concerning procrastination is largely unattended to in the procrastination–emotion research; albeit, this perspective can inform preventive and intervention measures against procrastination. In the present study, we explored reciprocal associations between trait academic procrastination on the one hand and trait-like learning-related anxiety and hope on the other hand over one semester. Overall, N = 789 students in German universities participated in a three-wave online panel study. Participants responded to questions on academic procrastination as well as learning-related anxiety and hope at the beginning (T1), middle (T2), and end (T3) of the lecture period of the semester in approximately 6-week measurement intervals. A latent cross-lagged panel model was used to test the hypotheses. After accounting for autoregressive effects, our results showed that academic procrastination at T1 positively predicted learning-related anxiety at T2. In contrast, academic procrastination at T1 negatively predicted learning-related hope at T2, which in turn negatively predicted academic procrastination at T3. Our results highlight positive emotions (e.g., hope) as also significant factors for procrastination and suggest them as possible “protective factors” against procrastination. Boosting positive emotions as part of interventions against procrastination could potentially help reduce the tendency to procrastinate.

show abstract

The relationship between tolerance for uncertainty and academic adjustment: the mediating role of students’ psychological flexibility during COVID-19

Daşcı,

Salihoğlu,

Daşcı

2023

Front. Psychol.

View full text Add to dashboard Cite

IntroductionUniversity students are among the groups most adversely affected by COVID-19 in terms of their psychological and academic wellbeing, particularly given the pandemic’s uncertainty. However, little is known about their psychological flexibility to deal with this uncertain nature of pandemic. This study aimed to examine the mediating role of psychological flexibility (PF) in the relationship between university students’ intolerance of uncertainty (IU) and their academic adjustment to the online learning process during COVID-19.MethodsData was collected from 388 university students from Türkiye (18–34 (Mage = 21.43, SD = 2.04) who completed five questionnaires – Intolerance of Uncertainty Scale, Acceptance and Action Questionnaire II, Academic Self Efficacy Scale, Educational Stress Scale, and Online Self-Regulatory Learning Scale. Additionally, as indicators of students’ academic adjustment, perceived academic performance – ranging 1 to 10, and their last academic grade point average before and during the pandemic were also collected.ResultsThe results indicated that PF and IU had a significant effect on the academic adjustment of students during the pandemic. PF had a complete mediating role between the IU and academic adjustment. Results also revealed that online self-regulation, a sub-dimension of academic adjustment, did not show a significant relationship with any other variable in the model.DiscussionResearch findings showed that psychological flexibility is a very important strength for university students to maintain their academic adjustment in stressful times. The results were discussed in light of the relevant research, and recommendations for further research and implications were provided.

show abstract

Study satisfaction among university students during the COVID-19 pandemic: Longitudinal development and personal-contextual predictors

Cited by 5 publications

References 63 publications

Emotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendance

Emotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendance

Vicious and virtuous relationships between procrastination and emotions: an investigation of the reciprocal relationship between academic procrastination and learning-related anxiety and hope

The relationship between tolerance for uncertainty and academic adjustment: the mediating role of students’ psychological flexibility during COVID-19

Contact Info

Product

Resources

About