date: 2022-02-03T12:26:38Z
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pdf:docinfo:title: The Role of General and Study-Related Intraindividual Factors on Academic Learning Outcomes under COVID-19: A Cross-Sectional and Longitudinal Analysis
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Keywords: mental health; academic achievement; soft skills; lockdown; self-regulated learning
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subject: Little is known about the intraindividual dispositional factors related to cognitive, behavioral, and emotional academic learning outcomes under COVID-19. This study investigated (i) the associations of intraindividual factors, some related to studying (motivation to learn, self-regulated learning, and study resilience), others more general (soft skills, intolerance of uncertainty) with three situational academic learning outcomes (general distress, online self-regulated learning, study-related emotions), and (ii) the effect of time, intraindividual factors, online self-regulated learning, and study-related emotions on distress and achievement over the following three exam sessions. A total of 331 university students took part in the study during the first Italian nationwide lockdown (T1; March?May 2020). Of those, 121 also completed at least one follow-up (T2: August 2020; T3: September 2020; T4: February 2021). At T1, study-related dispositions and soft skills were positively associated with online self-regulated learning and study-related emotions, while study-related dispositions were also negatively associated with general distress. Intolerance of uncertainty was associated positively with general distress and negatively with study-related emotions. Longitudinal effects of T2 and T3 for intolerance of uncertainty and study-related emotions were observed for distress, while those for T4 were study-related dispositions for achievement. Nurturing intraindividual factors can help students cope with a prolonged stressful situation such as a pandemic.
dc:creator: Nicole Casali, Marta Ghisi and Chiara Meneghetti
dcterms:created: 2022-02-03T12:21:02Z
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title: The Role of General and Study-Related Intraindividual Factors on Academic Learning Outcomes under COVID-19: A Cross-Sectional and Longitudinal Analysis
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pdf:docinfo:keywords: mental health; academic achievement; soft skills; lockdown; self-regulated learning
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dc:title: The Role of General and Study-Related Intraindividual Factors on Academic Learning Outcomes under COVID-19: A Cross-Sectional and Longitudinal Analysis
modified: 2022-02-03T12:26:38Z
cp:subject: Little is known about the intraindividual dispositional factors related to cognitive, behavioral, and emotional academic learning outcomes under COVID-19. This study investigated (i) the associations of intraindividual factors, some related to studying (motivation to learn, self-regulated learning, and study resilience), others more general (soft skills, intolerance of uncertainty) with three situational academic learning outcomes (general distress, online self-regulated learning, study-related emotions), and (ii) the effect of time, intraindividual factors, online self-regulated learning, and study-related emotions on distress and achievement over the following three exam sessions. A total of 331 university students took part in the study during the first Italian nationwide lockdown (T1; March?May 2020). Of those, 121 also completed at least one follow-up (T2: August 2020; T3: September 2020; T4: February 2021). At T1, study-related dispositions and soft skills were positively associated with online self-regulated learning and study-related emotions, while study-related dispositions were also negatively associated with general distress. Intolerance of uncertainty was associated positively with general distress and negatively with study-related emotions. Longitudinal effects of T2 and T3 for intolerance of uncertainty and study-related emotions were observed for distress, while those for T4 were study-related dispositions for achievement. Nurturing intraindividual factors can help students cope with a prolonged stressful situation such as a pandemic.
pdf:docinfo:subject: Little is known about the intraindividual dispositional factors related to cognitive, behavioral, and emotional academic learning outcomes under COVID-19. This study investigated (i) the associations of intraindividual factors, some related to studying (motivation to learn, self-regulated learning, and study resilience), others more general (soft skills, intolerance of uncertainty) with three situational academic learning outcomes (general distress, online self-regulated learning, study-related emotions), and (ii) the effect of time, intraindividual factors, online self-regulated learning, and study-related emotions on distress and achievement over the following three exam sessions. A total of 331 university students took part in the study during the first Italian nationwide lockdown (T1; March?May 2020). Of those, 121 also completed at least one follow-up (T2: August 2020; T3: September 2020; T4: February 2021). At T1, study-related dispositions and soft skills were positively associated with online self-regulated learning and study-related emotions, while study-related dispositions were also negatively associated with general distress. Intolerance of uncertainty was associated positively with general distress and negatively with study-related emotions. Longitudinal effects of T2 and T3 for intolerance of uncertainty and study-related emotions were observed for distress, while those for T4 were study-related dispositions for achievement. Nurturing intraindividual factors can help students cope with a prolonged stressful situation such as a pandemic.
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pdf:docinfo:creator: Nicole Casali, Marta Ghisi and Chiara Meneghetti
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