Students’ Adaptability on Unexpected Transition to Online Learning during COVID-19 Pandemic: The Role of Self Regulation Learning and Self Efficacy

Q4 Social Sciences
Azeyan Awee, Farhana Hanim Mohsin, Thiam-Yong Kuek
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引用次数: 1

Abstract

Students and lecturers are mostly accustomed to the physical learning environment in the classroom. The transition to online learning requires quick adaptation, and students often face challenges which cause hindrance in their learning. This paper aims at highlighting students’ adaptability in online learning which can help university students and management to respond effectively to the variable factors, namely, self-regulation and self-efficacy. Based on the social cognitive theory of motivation, this study examines the relationships between students’ self-regulation, self-efficacy and adaptability in online learning. Self-efficacy is examined as a mediator and moderator variable in the relationship between self-regulation and students’ adaptability. The samples comprised of 238 students from private universities in Malaysia through a survey questionnaire. Partial least squares-structural equation modelling (PLS-SEM) was used to test the hypotheses. The results showed a direct and positive relationship for all direct relationships between variables. In addition, self-regulation and students’ adaptability is significantly mediated by self-efficacy. However, in this study, the moderator analysis found no support. This study provides theoretical and practical implications to gain a better understanding of students’ adaptability in online learning and proposed intervention for higher education institution to address and promote self-regulation and self-efficacy among students. By implementing such interventions, it is hoped that students are better able to adapt, stay motivated and in getting the most out of online learning.
新冠肺炎大流行期间学生对意外过渡到在线学习的适应性:自我调节学习和自我效能的作用
学生和讲师大多习惯于课堂上的物理学习环境。向在线学习的过渡需要快速适应,学生经常面临阻碍他们学习的挑战。本文旨在强调学生在网络学习中的适应性,这有助于大学生和管理层有效应对自我调节和自我效能这两个可变因素。基于动机的社会认知理论,本研究考察了学生在网络学习中的自我调节、自我效能和适应性之间的关系。自我效能感是自我调节与学生适应性关系的中介和调节变量。样本包括来自马来西亚私立大学的238名学生。偏最小二乘结构方程模型(PLS-SEM)用于检验假设。结果表明,变量之间的所有直接关系都是直接正相关的。此外,自我调节和学生的适应性在很大程度上是由自我效能感介导的。然而,在这项研究中,调节因子分析没有发现任何支持。本研究为更好地了解学生在在线学习中的适应性提供了理论和实践启示,并为高等教育机构解决和促进学生的自我调节和自我效能提出了干预措施。通过实施这些干预措施,希望学生能够更好地适应,保持积极性,并充分利用在线学习。
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
CiteScore
0.80
自引率
0.00%
发文量
27
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