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Estimated mediation model of coping strategies between emotions and self-regulation of learning. All parameters were statistically significant at p < 0.001, except the effect of positive emotions and avoidance coping strategies, which was significant at p < 0.05.
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One of the main challenges in higher education is promoting students' autonomous and self-regulated learning, which involves managing their own emotions and learning processes in different contexts and circumstances. Considering that online learning during the COVID-19 pandemic may be an opportunity for university students to take greater responsib...
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Learner autonomy has become a key notion for adult education as it calls attention to the ability of directing one's own independent learning. Although studies extensively discuss adult learners' autonomous learning behavior, research on senior learners' autonomy in the context of foreign language learning (FL) is scarce. Therefore, this paper expl...
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... It is also evident that coping strategies are linked to emotional exhaustion (Baeriswyl, Bratoljic, and Krause 2021;García-Arroyo and Osca Segovia 2019;Pogere et al. 2019), burnout and intention to leave the field (Lee 2019), occupational stress and mental health (Jiang, Du, and Dong 2017), academic achievement, academic stress, and emotional intelligence (García-Martínez et al. 2021), and self-regulated learning (Gaeta, Gaeta, and Rodriguez 2021). Furthermore, there is compelling evidence to suggest that coping strategies have a significant impact on workplace dynamics, especially when it comes to curriculum change (McCormick, Ayres, and Beechey 2006), technology integration (Al-Fudail and Mellar 2008;Hidalgo-Andrade, Hermosa-Bosano, and Paz 2021;Pawlak et al. 2021), and the introduction of new teaching methodologies (Spronken-Smith et al. 2011). ...
... These studies vividly underscore how significant coping strategies are in the context of teacher education. The second most cited article concentrated on coping strategies with academic achievement (Gustems-Carnicer, Calderon, and Calderon-Garrido 2019), and several studies also identified coping strategies with academic-related constructs: academic achievement, academic stress, and emotional intelligence (García-Martínez et al. 2021), belief for preparing to pass a state certification examination (White and Bembenutty 2013), and self-regulated learning (Gaeta, Gaeta, and Rodriguez 2021). ...
Coping strategies have become more prevalent in teacher education as coping is essential for thriving in this present era of unforeseen changes that increase the demands of the teaching profession. Considering the field’s significance and breadth, bibliometric analysis – a rigorous analysis of large volumes of scientific data – was undertaken with the aim of capturing the field’s entire knowledge structure. The study conducted performance and science mapping analyses on 238 empirical articles from Web of Science (1992–2023). Findings indicate the field’s publication trend, most productive authors, journals, affiliations, and nations, most referenced papers, and most prominent terms. The themes encompassed different emphases: COVID-19, workplace changes, professional context, stress, and related constructs. The topics informed purposes of coping strategies, their relation with different variables, and research methodologies applied in coping strategies studies. The study delineates the scientometric landscape of the field, illuminating potential areas of inquiry and scope for future studies.
... This analysis suggests that students' gender and course modality can contribute to their connectedness, anxiety, and motivation. Some research has been conducted on how demographics affect connectedness, anxiety, and motivation (Alemany-Arrebola et al., 2020;Amendola et al., 2021;Gaeta et al., 2021). Thowfeek and Jaafar (2012) suggested that gender is a key factor that should be examined further in distance education, although research has demonstrated mixed results regarding gender and online learning satisfaction (Havery et al., 2017). ...
In higher education, motivational factors are considered one of “the strongest predictors of academic performance” (Honike et al., 2020, p. 1). A meta-analysis of face-to-face (f2f) courses (Richardson et al., 2012) supports these claims, finding a strong correlation between performance self-efficacy and academic performance (r = 0.59), as well as accounting for 14% of the variation in academic performance using locus of control, performance self-efficacy, and grade goal as predictors. These f2f results are compelling enough that self-efficacy is often used synonymously with online learning in primary research. However, the results of prior f2f meta-analytic reviews have yet to be extended to online and blended learning contexts. We explored student motivation, specifically subscales for attributional style, self-efficacy, achievement goal orientation, self-determination and task value in relation to student academic performance. Informed by 94 outcomes from 52 studies, our results diverge from f2f findings. The highest correlation was mastery avoidance goals (r = 0.22) and academic self-efficacy (r = 0.19) was substantially lower than f2f findings (r = 0.31; r = 0.59) in Richardson et al., (2012). Using a parsimonious model (i.e., delivery mode, learning self-efficacy, and mastery approach goals), students’ average academic performance failed to identify significantly significant predictors. These results call into question the assumption that student motivation is a strong predictor of academic performance in online and blended courses. The lack of strong relationships and the lack of predictive power hold clear implications for researchers, practitioners, and policymakers that assume these relationships are stronger.
... This analysis suggests that students' gender and course modality can contribute to their connectedness, anxiety, and motivation. Some research has been conducted on how demographics affect connectedness, anxiety, and motivation (Alemany-Arrebola et al., 2020;Amendola et al., 2021;Gaeta et al., 2021). Thowfeek and Jaafar (2012) suggested that gender is a key factor that should be examined further in distance education, although research has demonstrated mixed results regarding gender and online learning satisfaction (Havery et al., 2017). ...
This quantitative study explored the relationship between student-instructor connectedness and student anxiety in online higher education courses. Research shows the value of student-instructor connectedness for student satisfaction in online learning. Utilizing the Connectedness and Anxiety items of the Student-Instructor Relationship Scale (Creasey, et al., 2009) in a large-scale cross-sectional survey with a representative sample of students at a comprehensive research university in the southeastern United States of America, we found significant relationships between the dependent variables (connectedness, anxiety, and motivation). Students with higher connectedness with instructor(s) tended to have higher motivation with lower levels of anxiety. In addition, students with higher anxiety were likely to show lower levels of motivation. Students perceived male instructors to form lower connectedness and male students and transfer students had higher levels of anxiety. Findings contribute to the field of instructor connectedness in online learning and have implications for higher education institutions and faculty considering increasing online learning offerings. We provide recommendations for building rapport and enhancing connectedness in online learning to decrease anxiety and increase student motivation.
... Las medidas de contención sanitaria durante la pandemia llevaron a la suspensión de actividades educativas presenciales, obligando a los estudiantes a adaptarse a la educación no presencial con encuentros sincrónicos y asincrónicos de forma virtual, lo que generó dificultades en habilidades de autorregulación y gestión del tiempo (28,29). La falta de contacto presencial afectó las relaciones interpersonales, destacando la vulnerabilidad de los universitarios ante los impactos de la pandemia (30,40). ...
El estudio buscó como objetivo determinar la incidencia de los factores actitudinales hacia la pandemia de COVID-19 tomados como predictores en la autoeficacia académica y la desesperanza aprendida en universitarios de Psicología de una universidad privada en Lima. Se empleó un análisis de regresión lineal. Los resultados indicaron una relación significativa entre estos factores y las variables. Al analizar los factores actitudinales en relación con la autoeficacia académica, se encontró un p-value de 0,040, lo que sugiere que los factores actitudinales impactan de forma significativa en la autoeficacia académica. Asimismo, se registró un p-value de 0,024 en relación con la desesperanza aprendida, indicando también una significativa incidencia de los factores actitudinales en esta variable. El modelo propuesto sugiere que tanto la autoeficacia académica como los factores actitudinales son predictores de la desesperanza aprendida, evidenciado por un buen ajuste del modelo (NFI=0.983; X2/gl=2.60; RMSEA=0.083; CFI=0.998). En base a ello, se concluye que, la desesperanza aprendida se explica a través de la interacción entre la autoeficacia académica y los factores actitudinales.
... Their professional field knowledge and competencies are the predictors of successful teaching. Correspondingly, Gaeta et al. [38] explained self-efficacy as employees' confidence in their professional knowledge and belief in their ability to solve the problems they encounter. Accordingly, self-efficacy was considered as an indicator of positive leadership. ...
Nursing department workers are the largest group in a school clinic. They are also the most important of the human resources. The emotional burden of witnessing the stages of life is accompanied by the heavy work that creates an extremely high level of pressure. This is also an obstacle to a good doctor-patient relationship. Therefore, it emerges as an important research topic that can help to improve the situation as well as promote psychological health and self-efficacy of the school clinic staff. In order to fill in this research gap, school clinic staff of universities in Guangxi Zhuang autonomous region were selected as the research participants. A total of 450 copies of the questionnaire were distributed to the potential respondents. After removing the invalid and incomplete ones, 364 valid copies were retrieved, with a retrieval rate of 81%. The collected data were tested using Amos to understand the relationships among positive leadership, optimistic attitude, and self-efficacy. As a result of the analyses, it was found out that when they have a positive attitude, leaders of the clinic staff in universities can improve the attachment and self-confidence of the school clinic staff. This encourages them to have a higher level of willingness to contribute to the development of the institution. Another finding of the study was that a university leader should adopt a hands-on, positive paradigm to enable continuous development and create a positive working environment. Finally, it was found out that if a university leader builds a positive energy network, he can improve the coherence among the staff and encourage them to be willing to contribute by modelling other workers. According to the results, it is expected that this study will help clinic staff to generate optimistic attitude which promotes self-efficacy.
... Within education, self-refection may help students to develop critical thinking skills [102] or evaluate progress [20,52,66], with pedagogical researchers examining impacts from many perspectives: student's learning [15,49,60] or the social environment around them [21,54], educator approaches [107], and collaborative learning [76]. During COVID-19, attention turned to students' self-regulatory abilities [34,45] and stimulating participation in remote teaching [61]. Finally, for athletic performance, research has looked at coaching techniques and personal development, suggesting refection may also encourage recovery [38,51]. ...
... In face-to-face learning environments, teachers can more easily guide students' learning progress and assist them in comprehending complex and difficult concepts [123], notably those encountered in programming courses. While online learning amid the COVID-19 pandemic presented challenges, it has also been a catalyst for students to assume more responsibility for their own learning,thus, it is necessary to explore possible approaches during such health crises [43]. Hence, the authors argue that this study could contribute to the theory and practice of online learning and programming education in three different ways. ...
Many universities around the world were forced to lock down and students had to continue their learning in online environments in response to the COVID-19 pandemic. Teachers thus had to adopt effective and appropriate online teaching pedagogy integrated with related educational technologies to help their students achieve satisfactory learning outcomes in these courses. In addition, the world-wide problems of high failure level and dropout rates in programming courses challenge both teachers and students. Aiming to develop students’ practical programming skills, commitment to learning, and reduce learning disengagement, the researchers behind this study adopted two teaching approaches, integrating online partial pair programming (PPP) and socially shared metacognitive regulation (SSMR), to explore their effects on students’ learning performance in an online programming course. A quasi-experiment was implemented to explore the effects of online PPP and SSMR. The participants comprised three classes of students, all from non-information or non-computer departments taking a compulsory course titled ‘Programming Design’. The experimental groups included the first class (G1) simultaneously receiving the online PPP and SSMR intervention and the second class (G2) receiving only the online SSMR intervention. The third class (G3) received a traditional teaching method (non-PPP and non-SSMR) delivered online and served as the control group. Both quantitative and qualitative data were collected and analyzed. Experimental results show that the SSMR group (G2) demonstrated significantly better development of programming skills and commitment to learning than the control group (G3). However, the expected effects of online PPP on improving students’ learning were not found. The implications of designing pedagogies with PPP and SSMR in an online programming course for decision-makers in governments and universities, researchers, and teachers implementing online courses, particularly programming courses, are provided and discussed.
... Scholars explored emotion management strategies during the COVID-19 pandemic. Based on surveys of Mexican college students during a home quarantine period, Gaeta et al. (2021) found that a majority took a positive approach to manage emotion, which promoted their learning processes in different contexts and circumstances. Gheorghe and Bouroș (2020) found that perceived social support played a mediating role between emotion and anxiety levels in Romanian college students. ...
This research aimed to explore the emotion impact factors and emotion management strategies for college students quarantined as close contacts during the COVID-19 outbreak by analyzing data collected in real time (Lee et al., 2021), and built an emotion impact factors—emotion management strategies model. This study was undertaken among colleges in Shanghai Omicron wave in 2022, whose scale exceeded the original outbreak in Wuhan. An exploratory qualitative research design was adopted. From March to April in 2022, in-depth interviews were carried out with 54 Chinese college students with an average age of 19.91 years during the quarantine period, who were identified as close contacts by the local Center for Disease Control and were quarantined at designated quarantine centers away from campus. Data was collected during the quarantine period and was analyzed with grounded theory approach. The results revealed that there were two paths of emotion impact factors and the corresponding emotion management strategies. Participants adopted spatial-temporal, self-care, social support and control strategies to solve emotional issues separately, when they were influenced by different cultural emotion impact factors, including spatial-temporal, personal, interpersonal and informational emotion impact factors. They adopted the same four strategies as well when influenced by the biological emotion impact factors of perceived threat and perceived efficacy (see Figs. 1, 2, 3, 4 in the “Results”). These findings contribute to the framework of Hochschild’s concept of emotion management to understand how college students quarantined as close contacts adapted by combining the cultural and biological emotion impact factors, and combining the process of effort and ability aspects of emotion management during quarantine, and to expand on the concept of emotion management in the context of being in isolation for a period of time, especially in a life-stage vulnerable to emotional issues, and have implications for public health practitioners and policymakers.
... A search of the word 'gratitude and covid', when searched on WoS in the title, abstract or keywords of the publications for the year from 2019 to 2021, reflects 107 articles. A few major themes of these studies are 'gratitude as a coping mechanism ' (Beames et al., 2021;Gaeta et al., 2021;Jans-Beken, 2021), 'gratitude and prosocial behavior' (Mesurado et al., 2021), 'gratitude and mental well-being' (Geier & Morris, 2022), 'gratitude and stress' (Liljestrand & Martin, 2021), and 'gratitude and psychological capital' (Beames et al., 2021). ...
Although there is an exponential rise in the literature on gratitude research, there is no attempt to systematically identify the historical development and recent trends in gratitude research. Gratitude has been defined diversely as an emotion, an attitude, a moral virtue, a habit, a personality trait or a coping response. As an emotion, people experience gratitude when they receive something valuable from someone else. As a trait, it is defined as a tendency to recognise and respond to goodness in others. The present study uses bibliometric analysis to review gratitude publications from the last 20 years, that is from 2001 to September 2023. WoS (Web of Science) identified 2982 publications referring to gratitude in title, abstract or keywords. It comprised 2860 articles and 122 review papers. The extracted data were analysed and visualised with the help of two analytical tools, that is the WoS analysis and VOSviewer (version 1.6.16). This study elicits the number of publications and citations from 2001 to September 2023, and most cited publications, and the most influential authors, articles, publishers, universities and countries as performance analysis. Furthermore, collaboration among countries, keyword co‐occurrence and recent trend analysis are employed through science mapping. The results reveal that the major research areas of gratitude research are psychology, social sciences, business economics, psychiatry and public environmental and occupational health. The keywords co‐occurrence suggest five major research clusters: evolutionary studies of gratitude, gratitude and health, gratitude and positive psychology, gratitude among children and adolescent and mediating and moderating studies of gratitude. Also, the analysis of recent 5‐year studies highlights a clear trend of scientific explorations of gratitude against earlier trends of articles on philosophical and religious connotations of gratitude.
... Gratitude encourages a positive reinterpretation of challenging situations, which can lead to more effective coping strategies (Bono et al., 2022). Specifically, gratitude may promote a problem-focused coping approach (Gaeta et al., 2021), where individuals are more likely to take proactive steps toward goal achievement and career advancement, viewing obstacles as manageable and as opportunities for growth. Thus, within the TTSC framework, gratitude acts as a lever, positively affecting both the appraisal of career challenges and the selection of coping mechanisms, ultimately paving the way for career success. ...
Introduction
The study examines the interplay between gratitude and career success, with career resilience as the mediating mechanism and personality traits, i.e., conscientiousness and extraversion, as moderating factors. The overarching goal is to enhance our understanding of the complex dynamics that influence career outcomes of college students in China.
Methods
Data are gathered through a survey-based technique, capturing responses from a diverse sample of participants. The analysis employs Structural Equation Modeling (SEM) to explore the relationships among gratitude, career resilience, personality traits, and career success.
Results
The results reveal that gratitude impacts students’ career success through the mediating mechanism of career resilience. In addition, conscientiousness and extraversion are found to positively intervene the direct effect between gratitude and career resilience and the indirect effect between gratitude and career success through career resilience.
Discussion
The findings offer valuable insights for individuals, organizations, and career development practitioners, emphasizing the importance of cultivating gratitude and recognizing the differential impact of personality traits on this process. As organizations seek to foster resilient and successful career paths, acknowledging these nuanced dynamics can inform targeted interventions and strategies.
