The roles of COVID-19 diagnosis and COVID-19 stress on the links among academic support, academic self-efficacy, and academic satisfaction: Boundary conditions

IF 1.8 3区心理学 Q1 Arts and Humanities

International Journal for Educational and Vocational Guidance Pub Date : 2024-02-19 DOI:10.1007/s10775-024-09649-8

Ersoy Çarkıt

引用次数: 0

Abstract

The present study aims to explore the links among academic support, academic self-efficacy, and academic satisfaction and the moderator roles of coronavirus disease 2019 (COVID-19) diagnosis and COVID-19 stress in a sample of Turkish university students (N = 397). The results show that the direct effect of academic support on academic self-efficacy was moderated by whether or not one has been diagnosed with COVID-19, but not by the indirect effect on academic satisfaction. Additionally, the results show that COVID-19 stress moderates the direct effect of academic self-efficacy on academic satisfaction and the indirect effect of academic support on academic satisfaction. The implications are discussed.

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COVID-19 诊断和 COVID-19 压力对学业支持、学业自我效能感和学业满意度之间联系的作用：边界条件

本研究旨在以土耳其大学生（N = 397）为样本，探讨学业支持、学业自我效能感和学业满意度之间的联系，以及冠状病毒病 2019（COVID-19）诊断和 COVID-19 压力的调节作用。结果表明，学业支持对学业自我效能感的直接影响受是否确诊为 COVID-19 的调节，但不受对学业满意度的间接影响。此外，结果显示 COVID-19 压力调节了学业自我效能感对学业满意度的直接影响，以及学业支持对学业满意度的间接影响。本文对其影响进行了讨论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal for Educational and Vocational Guidance Multiple-

CiteScore

3.10

自引率

16.70%

发文量

期刊介绍： The International Journal for Educational and Vocational Guidance publishes articles in relation to work and leisure, career development, career counselling and guidance and career education, which have preferably either an international content (e.g. comparative studies, multi or cross-cultural perspectives, regional surveys, etc.) or contribute to topics of broad international interest (e.g. theoretical developments, ethical issues, etc.). Important national developments which are of wider interest can be included. All articles should present implications for practice.