Understanding effects of Covid ‐19 on undergraduate academic stress, motivation and coping over time
Bibliographic Data
| ID | 21592646 |
|---|---|
| Authors | Lisa Fridkin (0000-0001-6184-6729, Social Research Institute University College London London UK, corresponding author), Neus Bover Fonts (Social Research Institute University College London London UK), Katie Quy (0000-0003-3412-7686, Social Research Institute University College London London UK), Nadine Zwiener-Collins (0000-0001-5244-9262, University of Salzburg) |
| Year | 2023 |
| Volume | 77 |
| Issue | 4 |
| Pages | 623-637 |
| Publication date | 2023-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Higher Education Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0951-5224 • E-ISSN: 1468-2273 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/hequ.12425 |
| OpenAlex | W4321214524 |
| Language | EN |
| Citations received | 3 |
| References cited | 69 |
The rapid and unprecedented shift from face‐to‐face instruction to remote online learning as a consequence of the COVID‐19 pandemic had a substantial impact on teaching and learning in Higher Education: students had to adapt to a new way of learning, away from typical campus settings and their peers, and to new forms of assessments. This study examined academic stress, learning strategies, motivation and ways of coping from a sample of 177 unique students from a large London university, collecting primary data via survey at three time points during the academic year 2020/21 when teaching was remote and online only. Our findings show how patterns in academic stress, learning strategies, motivation and coping vary over the course of the academic year giving novel insight into how student learning and adaptation to the situation changed over time. We also report on differences in these patterns according to year group and for those students who are the first‐in‐family to attend university and those who are not. Based on these findings we identify priority areas where higher education institutions should support undergraduate students and provide evidence that some groups of students may need more and targeted support to secure their ongoing learning and well‐being
Higher education · Mathematics education · Medical education · Pandemic · Clinical Psychology · COVID-19 and Mental Health · Healthcare professionals’ stress and burnout · Medicine · Perfectionism, Procrastination, Anxiety Studies · Psychology
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Impact of Covid-19 Pandemic on College Student Mental Health and Wellness
First‐Generation Students' Sense of Belonging, Mental Health, and Use of Counseling Services at Public Research Universities
Examining perceptions of academic stress and its sources among university students
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Stress and Subjective Well-Being Among First Year UK Undergraduate Students
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A Descriptive Study of Covid-19–Related Experiences and Perspectives of a National Sample of College Students in Spring 2020
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Mental health and movement behaviour during the Covid-19 pandemic in UK university students
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The Effects of Stress on Physical Activity and Exercise
Knowledge, Attitudes, Anxiety, and Coping Strategies of Students during Covid-19 Pandemic
The Short- and Long-Term Career Effects of Graduating in a Recession
Achievement Emotions and Academic Performance
Stress, appraisal, and coping
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Moving on up
Hitting where it hurts most
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Student mental health in the midst of the Covid-19 pandemic
Covid-19
The effect of the 2019 novel coronavirus pandemic on college students in Wuhan
Impact of Covid-19 Pandemic on Academic Stress and Perceived Classroom Climate in Spanish University Students
Filling up silences—first in family students, capital and university talk in the home
Knowledge, attitudes and mental health of university students during the Covid-19 pandemic in China
The "What" and "Why" of Goal Pursuits
Dynamics of a stressful encounter
WHO World Mental Health Surveys International College Student Project
Coping with stress during childhood and adolescence
Resilience amid Academic Stress
| Citations per year | 1.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |