The Student's Anxiety and Resilience Research in the Context of the Transition to Distance Learning

Valieva, Fatima; Ivanova, Ekaterina

doi:10.1145/3446434.3446546

Cited by 2 publications

(7 citation statements)

References 21 publications

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“…Earlier studies emphasize the importance of resilience on performance in distance learning settings (Valieva & Ivanova, 2020). In the present study, resilience was measured with the Sense of Coherence, which is composed of experiencing one’s life as meaningful, manageable, and comprehensible (Antonovsky, 1996; Feldt & Rasku, 1998).…”

Section: Discussionmentioning

confidence: 99%

“…The results of the present study might indicate that a student’s personality characteristics influence the way how she/he feels about distance learning. Earlier studies show that student-related characteristics such as age and gender (Buško & Bezinović, 2021), cognitive strategies and learning style (Baherimoghadam et al, 2021; Fernández Cruz et al, 2020), and social and emotional flexibility (Valieva & Ivanova, 2020) influence how students cope with distance learning. Such personality as proneness to anxiety (a component of Neuroticism) has been found to have a negative effect on coping with distance learning (Eshet et al, 2021; Steinberger et al, 2021; Valieva & Ivanova, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Some studies show that the effect of distance learning on the students’ performance, mood and wellbeing, in general, is moderated by students’ grade and gender (Buško & Bezinović, 2021), cognitive strategies and competence with online interactive communication (Fernández Cruz et al, 2020), learning style (Baherimoghadam et al, 2021), and resilience components such as social and emotional flexibility (Valieva & Ivanova, 2020). Moreover, situational anxiety seems to be an important factor in coping with distance learning (Eshet et al, 2021; Steinberger et al, 2021; Valieva & Ivanova, 2020). In a study comparing face-to-face learning and distance learning during the pandemic, personality factors were related to the anxiety felt about statistics courses in both settings (Steinberger et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Students’ Emotions During Distance Education: The Role of Personality Factors and Sense of Coherence

2023

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During the COVID-19 pandemic, Swedish universities had to shift from face-to-face teaching to internet-based distant learning (DL). DL differs from classroom teaching and may have a negative impact on students’ emotions while studying. Students’ experiences related to DL may reflect their personality, resilience, that is, Sense of Coherence (SOC), and preference for the education method. In this study, students’ emotions related to DL and the relationship between personality factors, SOC and positive and negative emotions related to DL were studied. One hundred ninety-seven university students filled in an online survey about positive and negative emotions related to DL, personality factors (Big-5), SOC, frequency of applying COVID-19 distancing measures, and frequency and freedom to choose DL. The survey was completed in March-April 2021 (Sample 1), when all lectures were delivered from a distance and in November 2021 (Sample 2), when lectures were on the campus. There were no differences between the frequency of negative and positive emotions. Agreeableness (Sample 1) and Neuroticism (Sample 2) correlated positively with negative emotions. SOC correlated negatively with negative emotions in Sample 2. In regression analyses of the combined data, Agreeableness was positively and Openness to Experience was negatively related to negative emotions. Agreeableness was negatively and Openness to Experience positively related to positive emotions related to forced DL. DL—even forced one—has both positive and negative effects on students’ emotions. These effects depend on students’ personality characteristics to some degree. SOC might reduce the negative effects of forced distance learning.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Students’ Emotions During Distance Education: The Role of Personality Factors and Sense of Coherence

2023

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“…Some studies loosely link anxiety and distance learning issues [2], [11], [23]. Researchers note that one way of coping with anxiety may be to increase the quantitative proportion of creative learning assignments [3], [9], [19]. Others draw attention to the fact that the pragmatic learning tasks cause an…”

Section: Literature Reviewmentioning

confidence: 99%

“…Distance education is a form of learning where participants of the education process study remotely. The recent pandemic has brought the problems associated with this modern format of learning to the forefront [1]- [3]. One challenge faced by parents and the teaching community today is the psychological state of children who are forced into isolation.…”

Section: Introductionmentioning

confidence: 99%

Assessment of anxiety markers in schoolchildren in a distance learning environment

Kussainov

Khavaydarova²,

Beissenova³

et al. 2023

IJERE

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<span lang="EN-US">This study outlines the theoretical foundations of diagnosing and dealing with children’s anxiety in a school setting. Based on these observations, the study proposes and tests practical anxiety management techniques. The study introduces a new term - school isolation anxiety - which is given an original definition. A total of 1,892 secondary school students (grades 4 to 9) in various regions of the Republic of Kazakhstan participated in the study. The sample encompasses 60 classes divided equally into 30 experimental groups and 30 control groups. Preliminary observation and interviews with participants allowed to identify 10 markers of school isolation anxiety, enabling its diagnosis. The next phase of the study suggested the development of anxiety management techniques. The use of the identified anxiety markers and the parallel application of techniques resulted in a significant reduction of anxiety levels in the experimental groups.</span>

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The Student's Anxiety and Resilience Research in the Context of the Transition to Distance Learning

Cited by 2 publications

References 21 publications

Students’ Emotions During Distance Education: The Role of Personality Factors and Sense of Coherence

Students’ Emotions During Distance Education: The Role of Personality Factors and Sense of Coherence

Assessment of anxiety markers in schoolchildren in a distance learning environment

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