Generalized Self-Efficacy Shields on the Negative Effect of Academic Anxiety on Academic Self-Efficacy During COVID-19 Over Time: A Mixed-Method Study

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH
Z. A. Green
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引用次数: 16

Abstract

This two-wave longitudinal study demonstrates the important role of generalized self-efficacy in enhancing online education for Pakistan’s university students during COVID-19. Four hundred and two students participated in the study at both Time 1 and Time 2. Generalized self-efficacy and academic anxiety based on online classes was assessed at Time 1, whereas academic self-efficacy at Time 2. Results indicated that moderate and high levels of generalized self-efficacy shield the negative effects of higher levels of academic anxiety on academic self-efficacy over time. Results suggest that generalized self-efficacy—as a positive resistance resource factor—may gradually coalesce into academic self-efficacy (domain-specific self-efficacy), which at first may be underdeveloped in students in the face of academic anxiety emanating from their online classes during COVID-19 (the novel challenging situation). Further, students’ coded responses revealed ten major sources of academic anxiety emanating from their online classes including internet connectivity issues, increased academic demands, lack of active engagement in online classes, inability to understand difficult topics, and ambiguous internal assessment criteria. Findings suggest implementing interventions for students focusing on instilling internal resources embodied in generalized self-efficacy, conducting active and engaging online classes based on emotionalized learning experiences, and increasing the overall efficacy of teaching and learning during the pandemic through the implementation of a meaningful blended learning approach—based on an online learning mode and an offline personal and collaborative learning mode.
新冠肺炎期间学业焦虑对学业自我效能的负面影响:一项混合方法研究
这项双波纵向研究表明,在新冠肺炎疫情期间,广义自我效能感在加强巴基斯坦大学生在线教育方面发挥了重要作用。402名学生在时间1和时间2都参加了研究。在时间1评估基于在线课程的广义自我效能和学业焦虑,而在时间2评估学业自我效能。结果表明,随着时间的推移,中高水平的广义自我效能掩盖了高水平学业焦虑对学业自我效能的负面影响。结果表明,在新冠肺炎(新型挑战形势)下,面对网络课堂产生的学业焦虑,学生的广义自我效能感作为一种正向抵抗资源因子,可能会逐渐融合为学业自我效能感(领域特异性自我效能感)。此外,学生的编码回答揭示了在线课程产生的十个主要学术焦虑来源,包括互联网连接问题、学术要求增加、在线课程缺乏积极参与、无法理解困难主题以及内部评估标准不明确。研究结果建议对学生实施干预措施,重点是灌输以广义自我效能为体现的内部资源,开展基于情感化学习体验的积极参与的在线课程,并通过实施基于在线学习模式和离线个人和协作学习模式的有意义的混合学习方法,提高疫情期间教学和学习的整体效果。
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
4.00
自引率
0.00%
发文量
8
期刊介绍: The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.
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