Learning challenges during the COVID-19 lockdown, motivation, and perseverance: a triadic model of Saudi students

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-02-28 DOI:10.1080/0309877X.2023.2182670

Eman Faisal

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引用次数: 1

Abstract

ABSTRACT This cross-sectional study aims to investigate the relationships between learning challenges during the COVID-19 lockdown, motivation, and perseverance in one statistical triadic model. Two hundred and thirty-eight Saudi students (undergraduates and graduates) studying different subjects from eight universities completed a structured questionnaire. Confirmatory factor analysis and structural equation modelling were used in the data analysis. The results revealed that the measurement model and the structural model fit the data well (CFI = 0.943; TLI = 0.918; RMSEA [90% confidence interval] = 0.059 [0.032–0.091]; SRMR = 0.071). Learning challenges during the COVID-19 lockdown were positively linked to students’ motivation and perseverance, and the latter two were also related positively – all the relationships were significant. The findings of this study could help policy makers activate e-learning and hybrid learning more successfully than before the pandemic and will help educators to improve their technology skills, which, in turn, will improve the learners’ motivation and perseverance.

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新冠肺炎封锁期间的学习挑战、动力和毅力:沙特学生的三重模式

本横断面研究旨在通过一个统计三合一模型探讨COVID-19封锁期间的学习挑战、动机和毅力之间的关系。来自八所大学不同学科的238名沙特学生(本科生和研究生)完成了一份结构化问卷。数据分析采用验证性因子分析和结构方程模型。结果表明，计量模型与结构模型拟合较好(CFI = 0.943;Tli = 0.918;RMSEA[90%置信区间]= 0.059 [0.032-0.091];SRMR = 0.071)。新冠肺炎疫情封锁期间的学习挑战与学生的积极性和毅力呈正相关，后两者也呈正相关，所有关系都很显著。这项研究的结果可以帮助政策制定者比大流行之前更成功地激活电子学习和混合学习，并将帮助教育工作者提高他们的技术技能，从而提高学习者的动力和毅力。

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

JOURNAL OF FURTHER AND HIGHER EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

4.30%

发文量

期刊介绍： Journal of Further and Higher Education is an international, peer-reviewed journal publishing scholarly work that represents the whole field of post-16 education and training. The journal engages with a diverse range of topics within the field including management and administration, teacher education and training, curriculum, staff and institutional development, and teaching and learning strategies and processes. Through encouraging engagement with and around policy, contemporary pedagogic issues and professional concerns within different educational systems around the globe, Journal of Further and Higher Education is committed to promoting excellence by providing a forum for scholarly debate and evaluation. Articles that are accepted for publication probe and offer original insights in an accessible, succinct style, and debate and critique practice, research, theory. They offer informed perspectives on contextual and professional matters and critically examine the relationship between theory and practice across the spectrum of further and higher education.