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The Impact of COVID-19 on Student Experiences and Expectations: Evidence from a Survey
Abstract
In order to understand the impact of the COVID-19 pandemic on higher education, we surveyed approximately 1,500 students at one of the largest public institutions in the United States using an instrument designed to recover the causal impact of the pandemic on students’ current and expected outcomes. Results show large negative effects across many dimensions. Due to COVID-19: 13% of students have delayed graduation, 40% have lost a job, internship, or job offer, and 29% expect to earn less at age 35. Moreover, these effects have been highly heterogeneous. One quarter of students increased their study time by more than 4 hours per week due to COVID-19, while another quarter decreased their study time by more than 5 hours per week. This heterogeneity often followed existing socioeconomic divides; lower-income students are 55% more likely than their higher-income peers to have delayed graduation due to COVID-19. Finally, we show that the economic and health related shocks induced by COVID-19 vary systematically by socioeconomic factors and constitute key mediators in explaining the large (and heterogeneous) effects of the pandemic.
... From the onset of the COVID-19 pandemic, students were concerned about how remote learning would constrain their abilities to complete their undergraduate degrees. Aucejo and colleagues surveyed 1,500 students at Arizona State University, another diverse, public U.S. university, in November 2020 [27]. Even at that early stage of the pandemic experience, 13% of students reported delaying graduation, and lower-income students were 55% more likely to have done so than their higher-income ...
... Pandemic digital inequalities and U.S. undergraduate outcomes peers. The number of students who expected to take a break from their undergraduate degrees in Fall 2020 was twice the historical rate, and 11% reported that they had withdrawn from a course in the Spring 2020 semester [27]. While their data unfortunately do not account for digital inequalities within their sample, the authors do find that lower-income, non-White, and first-generation students were more likely, even six months into the pandemic, to have delayed their expected graduation term. ...
... Pandemic digital inequalities and U.S. undergraduate outcomes of pandemic experiences have similarly relied on students' self-reported changes to their graduation plans [39,40], with Aucejo and colleagues indicating that this approach "follows a small and growing literature that uses subjective expectations to understand decision-making under uncertainty" [27]. ...
The COVID-19 pandemic necessitated major and rapid changes to undergraduate student learning conditions, but the longer-term consequences of those changes have yet to be fully understood. We assess how digital inequality—defined as challenges in accessing or maintaining a broadband internet connection and functional digital devices—affected undergraduates’ advancement toward on-time graduation over the first two years of the pandemic (2020-2022). We utilize survey data from a representative sample of 1,106 undergraduates at Rutgers University-New Brunswick, a public, 4-year university located in New Jersey, USA. Respondents were undergraduates who had been enrolled in full-time student status throughout the first two years of the pandemic. We examine how digital inequality and other sociodemographic factors affected their persistence in full-time student status toward on-time graduation using structural equation modeling. Results show that students with inadequate or inconsistent internet and digital devices developed less remote learning proficiency than their better-connected peers. They were more likely to report having taken incomplete grades in specific courses and/or to have extended their time to graduation. We discuss the implications of these findings for developing digital components to campus emergency planning and for efforts to ensure more equitable learning experiences for undergraduate students in non-emergency periods in the aftermath of the pandemic.
... The unprecedented crisis of the global pandemic required a rapid transition for some from traditional face-to-face instruction to virtual classrooms, yet students were still required to maintain the rigor of prior academic work expectations under radically different circumstances (Neuwirth et al., 2020). COVID-19 impacted Master's and doctoral-level counseling students' success, lowered GPAs, increased learning loss, and contributed to a lack of motivation and performance (Aucejo et al., 2020). As higher education institutions adapted to the COVID-19 crisis, remote and online learning was deployed (Tasso et al., 2021). ...
... The short-term impact of graduate employment had long-term implications on career possibilities. At the intersection of these financial concerns and mental health, students' career outlooks were dimmed due to delayed graduation, the loss of job offers, and a decrease in wages for specific industries (Aucejo et al., 2020). Both undergraduate and graduate students experienced loss of learning, increased anxiety, and stress during the pandemic crisis (Dial et al., 2023). ...
... For some, academic pursuits were changed due to the students' available financial resources (e.g., savings and scholarships). These findings support other studies that suggest limited socioeconomic resources can impact student's graduation rates and academic engagement during COVID-19 (Aguilera-Hermida, 2020; Aucejo et al., 2020). Personal resources such as finances, personal resilience, and support from others enabled students to keep their sense of optimism and academic motivation without compromising their persistence in meeting university demands. ...
... The findings also align with the study of Aucejo et al. (2020), who reported that 13% of students experienced delays in graduation due to the pandemic, while 40% faced job losses, internship cancellations, or canceled job offers, further highlighting the widespread effects on students' academic and professional courses. The result also was consistent with the study of Irvine's (2019) study on teachers' years of experience and self-efficacy beliefs. ...
... The absence of graduates during the school years between 2020-2022 period may be attributed to disruptions caused by the COVID-19 pandemic, which likely delayed student progress and extended completion timelines. This observation is consistent with the findings of Aucejo et al. (2020), who reported that 13% of students experienced delays in graduation due to the pandemic, while 40% faced challenges such as internship cancellations and job losses, highlighting the widespread impact of the pandemic on academic and professional trajectories. ...
This study assessed the profile, career mobility, and professional growth of Master of Arts in Teaching (MAT) major in Science graduates of Sultan Kudarat State University from school years 2019-2020 to 2023-2024. It also examined the issues and challenges they faced while completing their degree. The researcher employed a mixed-method research design, specifically the Sequential Explanatory Method, with 30 MAT-Science graduates selected through total population sampling, with data gathered using a researcher-made questionnaire. The majority of graduates were females aged 31 to 40, 83.3% were married, most held a master’s degree, 56.7% had 8 to 10 years of teaching experience with half in Teacher-III positions, and the largest number graduated in 2023–2024, with no graduates recorded in 2020–2021 and 2021–2022. The graduates demonstrated a very high level of career mobility (M = 4.46, SD = 0.50) and a very great extent of professional growth (M = 4.43, SD = 0.51). The results further indicated a significant positive relationship between career mobility and professional growth, with a strong correlation (r = 0.650, p < 0.01), suggesting that higher career mobility is associated with greater professional growth. However, no significant association was found between the graduates’ profile and their career mobility or professional growth. Graduates faced several challenges, particularly faculty and institutional concerns, thesis and research struggles, time management and workload issues, logistical and financial constraints, and the need for practical science education. The study concluded that while the MAT-Science program significantly enhanced graduates' skills, career mobility, and professional growth, addressing these persistent challenges is essential to further improve students’ academic and professional success.
... Recent research (e.g., Aucejo et al., 2020, Kecojevic et al., 2020, Reyes-Portillo et al., 2022, and Soria & Horgos, 2020 have started to explore the broader implications of COVID-19 on college students. For instance, research conducted by Kecojevic et al. (2020) indicated that the most reported academic difficulties during the pandemic were the ability to focus on schoolwork, reported by 74% of students, and general adjustments to online learning (59%). ...
... Many students who had secured internships experienced cancellations, leading to a loss of income. Aucejo et al. (2020) found that 13% of students had their internships canceled due to the pandemic, 29% experienced unemployment, and 61% had a family member who suddenly became unemployed. These studies provide descriptive accounts of the challenges faced by students, including limited access to resources, remote learning difficulties, and disrupted social interactions. ...
Introduction: The COVID-19 pandemic brought unprecedented disruption to higher education, affecting students' academic experiences and overall college life. This study aims to assess the multifaceted impacts of the pandemic on six key aspects of students’ academic journeys: academic focus, graduation, college life, pursuit of higher education, job search difficulties, and job loss. By identifying the challenges faced by students, especially those from vulnerable backgrounds, the study provides insights to guide institutional support and policy interventions. Methods: Data for this study were collected through a multi-campus online survey administered to college students. The survey responses were analyzed using a series of regression models to identify the relationships between key variables and the impacts of the COVID-19 pandemic. Specific attention was given to factors such as family financial stability, emotional support, internet access, and demographic characteristics like minority status. Results: The analysis revealed that students from financially disadvantaged families and those lacking emotional support experienced more severe disruptions to their academic progress. Limited access to reliable internet and difficulties with remote learning were linked to reduced academic focus, delays in graduation, and hindrances to higher education pursuits. Students also faced heightened job search challenges and job loss. Relocation during the pandemic negatively influenced academic performance and employment prospects, with minority students encountering disproportionate challenges across multiple dimensions, including academics, graduation, and employment. Discussion: The findings highlight the compounded effects of the COVID-19 pandemic on students' academic experiences, particularly for those from vulnerable backgrounds. Financial hardship, emotional isolation, technological limitations, and displacement had a cascading impact on students' educational and career pathways. These results emphasize the need for targeted institutional support, such as financial aid, mental health resources, and enhanced access to digital learning tools, to mitigate future disruptions of this nature. Conclusion: The COVID-19 pandemic had far-reaching effects on students’ academic experiences and life trajectories, disproportionately affecting students from marginalized groups. By understanding these impacts, educational institutions can develop more inclusive policies to address disparities in access, support systems, and employment outcomes. This study offers crucial guidance for policymakers and higher education administrators to better prepare for future crises.
... Постоји литература која указује на утицај пандемије Ковид-19 на глобално образовање у смислу потешкоћа, ограничења и изазова са којима су се суочавале владе и институције широм света (Aucejo et al., 2020;Huber & Helm, 2020). Публикације су се затим фокусирале на иновације, искуства и описе како су се институције прилагодиле новом сценарију који је створила пандемија Ковид-19 (Flores & Gago, 2020;Moorhouse, 2020). ...
... Чандра (Chandra, 2020) је указао на неколико негативних последица пандемије: студенти су искусили академски стрес, страх од неуспеха, осећај досаде и депресивне мисли које су одвлачиле студенте од академских и креативних активности. Резултати споменутих истраживања наглашавају колико је важно обратити пажњу на оптерећење студената, мотивацију за учење и обезбеђивање одговарајућих педагошких алата за смањење анксиозности и негативне академске самоперцепције (Aucejo et al., 2020;Gonçalves et al., 2020;Hassan et al., 2021;Huber & Helm, 2020). Недавне студије су показале да различити демографски фактори (као што су различита година студија, претходна постигнућа студената, познавање окружења за учење и пол) могу бити повезани са различитим нивоима мотивације и перцепције студената о учењу (Chandra, 2020;Hassan et al., 2021;Milovanović, 2020). ...
... The COVID-19 pandemic occasioned a sudden, rapid pivot to online learning in Higher Education Institutions across the globe (Marinoni, Land & Jensen, 2020). This experience was enormously challenging for students (Aucejo et al., 2020), with significant detrimental impact both academically, on student learning and motivation (Zwiener-Collins, Fridkin & Bover-Fonts, 2020), and on wellbeing (Cao et al., 2020;YoungMinds, 2020). Specifically, research has highlighted a range of negative psychological outcomes, such as increased levels of reported anxiety (Gómez-García et al., 2022), loneliness (Essadek & Rabeyron, 2020), academic stress (Capone et al., 2020) and poorer life satisfaction (Gómez-García et al., 2022). ...
... These findings demonstrate that some students in higher education experienced the pandemic in a variety of negative ways. The impact of the pandemic remains relevant for Higher Education research not only because it had lasting impact on delivery modes, forms of assessment and the integration of technology, but also because of possible sustained psychological distress (Allen, Kannangara & Carson, 2023), as well as potential wider negative consequences, such as delayed graduation, fewer job opportunities and reduction in future earnings (Aucejo et al., 2020). ...
The COVID-19 pandemic transformed the landscape of higher education, compelling institutions worldwide to swiftly adopt remote learning modalities. This study delves into the lived experiences of undergraduate students amidst the unprecedented shift brought on by the pandemic. The aim was to explore undergraduate students’ experiences of remote learning during the COVID-19 pandemic. Data were collected in two focus groups with nine undergraduate students from a London university recruited as part of a larger, mixed methods study exploring the effects of COVID-19 on undergraduate academic stress, motivation and coping over time. Students described the effect of lockdown and the shift to online learning on academic stress, motivation and student experience. Findings showed that both individual and contextual factors influenced students’ perceived adaptation to online teaching and learning stemming from the closure of higher education institutions. Institutions will want to take note of the importance of (in-person) interaction on campus between students and staff, alongside the role of potentially positive aspects of online teaching when used in addition to face-to-face teaching. These insights may be of particular interest in the context of the wider ongoing transformation of higher education provision.
... By February 2020, the World Health Organization declared the novel coronavirus (COVID-19) as a global health emergency, transitioning to a pandemic shortly after. A solution for the COVID-19related disruption to higher education was a rapid transition to online-based learning settings (Adnan & Anwar, 2020;Aucejo et al., 2020) -approximately 90% of enrolled students worldwide were affected, and the majority of higher education institutions interrupted their activities (Marinoni et al., 2020). The distress-inducing scenarios of both the pandemic as a health crisis and the lockdown measures adopted by countries did not evade college students -higher levels of depression, anxiety and stress were reported by undergraduates after the irruption of the pandemic (e.g., Brooks et al., 2020;Cao et al., 2020;Elmer et al., 2020;Huckins et al., 2020;Usher et al., 2021). ...
... In summary, some research has demonstrated positive aspects of online-based learning during the pandemic, with others finding this context as having more challenges than academic benefits (c.f., Aucejo et al., 2020;Melgaard et al., 2022;Padilla & Pan, 2021;Smith et al., 2021). The seeming incongruence between the predominantly negative hypotheses and the mixed empirical evidence provides a strong argument for conducting additional research focused specifically on these two key variables. ...
The study assessed undergraduates’ procrastination and self-determined academic motivation during the Covid-19 pandemic compared with pre-pandemic times. Participants were 1,486 students attending public universities from Buenos-Aires-City-and-environs in Argentina (Mage = 26.74, SD = 7.88; 85% female, 15% male). A subtotal of 905 (61%) students participated pre-pandemic (January 2020) during face-to-face learning, and 581 (39%) participated during the pandemic (July 2021) during online learning. At both times, participants provided sociodemographic information and completed the Tuckman Procrastination Scale and the Academic Motivation Scale. Hierarchical multiple regression analyses were conducted to assess the relations between procrastination and academic motivation in students before compared to during the pandemic. A small but significant increase in procrastination was observed when comparing the pre- and during- pandemic groups: the risk of being classified as a procrastinator during the pandemic was estimated to be 22% higher (CI95 = 9%, 35%) compared with pre-pandemic times. Academic motivation was observed to remain stable, indicating evidence of minimal pre-during pandemic differences. Results suggest that, during the pandemic, procrastination in students rose, but academic motivation remained stable. These findings provide novel insights into psychological variables that affect student learning. In this vein, educators should be aware that students could procrastinate more within online learning contexts during a pandemic; thus, further research is needed to understand how to support students in this context.
... Each year, students face a critical decision regarding their higher education, as they weigh opportunity costs against anticipated labor market benefits. This decision is closely linked to students' perceptions of labor market outcomes, which are significantly influenced by external shocks such as financial crises, business cycles, and pandemics (Adamopoulou & Tanzi, 2017;Aucejo, French, Araya, & Zafar, 2020;Blom, Cadena, & Keys, 2021). Examining the impact of such extreme events on students' educational trajectories is crucial because they often exacerbate existing societal inequalities (Atkinson & Morelli, 2011;Stantcheva, 2022). ...
... Second, the paper investigates the pandemic's impact on students' perceptions of returning to education and their subsequent choices. An increasing body of evidence suggests that the pandemic has influenced not only students' learning but also their decision-making regarding their educational paths (Aalto, Müller, & Tilley, 2023;Aucejo et al., 2020). For instance, Aalto et al. (2023) find that the pandemic has decreased the likelihood of high school applicants in Sweden applying to top-ranked vocational programs. ...
... The decline in student integrity is caused by student study habits changing due to the influence of the Covid-19 pandemic (Aucejo et al., 2020). As a result of online learning during the pandemic, many students have experienced a decrease in their attitude toward discipline and responsibility, both in terms of participating in learning, submitting assignments, or others (Dzulfikar & Amrullah, 2021). ...
Integrity and learning loss are two problems in Indonesian education due to the Covid-19 pandemic. After schools reopen in the post-pandemic period, improving integrity and learning recovery are two priorities. This study aims to develop VIRTUE-BOOK as a learning media to increase integrity and decrease learning loss for learning recovery for 3rd-grade elementary school students. This research used research and development (R&D) with the ADDIE model. There were two experts, three teachers, and 32 students as the subjects. A purposive sampling technique established the subjects. The data collection technique used scales and questionnaires. The data analysis used descriptive statistics. The results show that: 1) at the design stage, the preliminary product of VIRTUE-BOOK has been produced; 2) at the end of the development stage, several assessments were carried out through expert validation scales, and they were found that the VIRTUE-BOOK is very feasible for teaching 3rd-graders about integrity and moral value of a fairytale; while the practicality response questionnaires of teachers and students show that VIRTUE-BOOK is very practical to use.
... • Lack of guidelines published by the medical and dental council for online medical education (35,84) • Increased delay in starting educational courses (39,85) • Interruption of student research activities (86) • Delays in the graduate programs of students (87) • Delays in examinations and licensing of residents (88)(89)(90). ...
... Что представляет собой образовательный опыт студентов, когда они учатся в онлайн-среде, от чего этот опыт зависит? Считается, что понятие «образовательный опыт» появилось в 1992 году [4], а к началу 2020-х прочно вошло в дискурс образовательной политики и стало одним из основных в зарубежных стратегических документах, посвящённых качеству образования и конкурентоспособности университетов [5][6][7]. При этом изучение образовательного опыта в онлайн-магистратуре осложнено несколькими обстоятельствами: ...
The concept of the “educational experience” of online master’s degree students is explored through the lens of three models: instructor-centered, consumer-centered, and anthropic. The first part of the article provides a scoping review of the subject grounded in models of educational experience proposed by V.S. Efimov and A.V. Lapteva, alongside approaches identified in a recent international systematic review. The overview is further enriched by concepts of user experience from the fields of business and marketing, which have influenced the development online education. Based on this review, the authors propose a conceptual model of educational experience and apply it to the interpretation of empirical data.
The second part of the article outlines the findings from a thematic analysis of semi-structured interviews conducted with 17 students from 3 online master’s programs at Moscow Institute of Physics and Technology (MIPT). The study confirms that the models of educational experience persist within the online environment and leads to the conclusion that the educational experience, as the core element of education, is largely independent of the format through which the student engages with the learning process. The authors propose definitions of educational experience that synthesize the practical outcomes observed. The article also discusses the relationship between the student’s subject position and the opportunities for the personalization of the educational program.
... The City University of New York (CUNY) serves a diverse but also vulnerable population that was hit especially hard by the pandemic (Abdrasheva et al., 2022;Aucejo et al., 2020;Ewing, 2021;Neuwirth et al., 2020). Our surveys show that TAS helps break the isolation still severely affecting many students. ...
p>The pedagogy described in this paper has been transformative in European as well as in New York classrooms. “Team As Support” (TAS) is a structured and replicable teaching model focused on creating “psychological safety” within permanent semester-long teams of 6-7 students. Our eight years of teacher and student experience and our preliminary data make clear how the removal of a fear of criticism along with the creation of a student-driven structure of support brings the student greater freedom in expressing and testing ideas, exposure to multiple points of view, improved metacognition, critical thinking, engagement and much more. Combining elements of Team-Based Learning (TBL) and the Team Management and Leadership Program (TMLP), TAS uniquely emphasizes trust, kindness, and community as central to academic success and personal growth.
At the same time, this paper addresses a critical gap in Higher Education studies. “Psychological safety” is well established in research on performance and innovation across multiple fields (business, leadership, management, psychology, social psychology, trauma studies, medicine) although notably absent as in Higher Education. Our work and data on TAS open a new direction in Higher Education studies, work that is supported by research in Higher Education itself on the impact of fear on cognition, critical thinking and memory as well as by the established insights on the benefits of collaborative learning and on the emotional dimensions of learning. The emphasis in TAS on the key ideas of ‘possibility,’ support and breakdown as the path to breakthrough is a unique and innovative toolbox of a growth mindset valued across Higher Education.</p
... Перехід на дистанційне навчання також може призвести до скорочення плати за навчання, якщо заняття залишаться віртуальними. Враховуючи ситуацію студентів під час пандемії, вже було помічено, що деякі з них затримують випускний або навіть знімаються з занять (Aucejo, French, Ugalde Araya, Zafar, 2020). ...
У статті проводиться аналіз особливостей організації дистанційного навчання у закладах вищої освіти по всьому світу в умовах пандемії. Розглядаються та аналізуються основні елементи, переваги та недоліки дистанційної освіти, а також прогнозуються перспективи її розвитку в світі в цілому. Мета статті полягає у дослідженні світового досвіду адаптації ЗВО до дистанційного навчання в умовах пандемії. Результати дослідження показали, що перехід на онлайн-навчання, безумовно, допоміг запобігти поширенню вірусу у закладах вищої освіти. У той же час він змусив коледжі та університети почати працювати над удосконаленням онлайн-платформ для організації дистанційного навчання, витрачати значні суми на швидке переведення викладацької діяльності в онлайн-формат. Заклади вищої освіти в усьому світі змушені були призупинити більшість дослідницької діяльності, а також припинити міжнародні стажування та програми обміну. Найбільшою проблемою, яка постала в даному питанні – відсутність живого спілкування з викладачами, одногрупниками та робота в університетській аудиторії. Перехід до онлайн-викладання та навчання також піддав багато ЗВО посиленню кібератак. Від доброякісних вторгнень у сеанси Zoom до спроб фішингу, спрямованих на студентів і викладачів, до більш серйозних крадіжок даних і атак програм-вимагачів, спостерігається сплеск кіберінцидентів, оскільки тисячі університетів і коледжів розширили свою цифрову діяльність. Висновки. Спираючись на результати дослідження ми можемо зробити висновок про те, що перехід закладів вищої освіти по всьому світу на дистанційне навчання став викликом не лише для країн з низьким рівнем розвитку, але й для високорозвинених країн. На фундаментальному рівні COVID-19 ставить виклик основній діяльності закладів вищої освіти щодо підтримки студентів через широкий спектр навчальних програм. Це суттєво ускладнює реалізацію інтерактивного, особистісно-направленого традиційного аудиторного навчання, заснованого на багаторічному досвіді університетів. Задля пристосування до тривалої пандемії, університети потребуватимуть гнучких та надійних моделей освіти, які дозволять безперервно адаптуватися до різних етапів «нового звичного». COVID-19 прискорив та активізував довготривалі педагогічні тенденції, створюючи природний експеримент, в якому перевіряються та оцінюються численні інновації. Перші ознаки свідчать про те, що багато нововведень, застосованих під час пандемії, будуть корисними для студентів і після кризи.
... This shift was necessary to comply with COVID-19 safety protocols. Consequently, students found themselves navigating the new normal in environments that were not conducive to teaching and learning (Esteban et al. 2020). ...
The study investigated how university culture and parental involvement promoted resilience and access to education among second and third-year students during the COVID-19 lockdown. Using a phenomenological design within a qualitative approach, data was collected from 15 (5 male and 10 female) second-year students and 15 (7 male and 8 female) third-year students from a university in Johannesburg, South Africa. Students from low socioeconomic backgrounds were purposively sampled. Data was analysed thematically, and the findings revealed that the positive university culture improved the students' resilience and access to education. Furthermore, parental involvement fostered resilience and access to education amongst students. Based on the findings, we conclude that supportive university culture and positive parental involvement were critical in promoting student resilience and access to education. Furthermore, we recommend that higher education institutions collaborate with families and communities to support the education of university students.
... However, a meta-analysis on e-learning (Cook, et al., 2010) reported that online learning is better than not engaging in learning activities at all and is comparable to conventional learning. To enhance the e-learning experience, educational institutions are required to adhere to guidelines and recommendations from government agencies while encouraging students to continue learning remotely in this challenging environment (Aucejo, et al., 2020). ...
Student self-discipline does not emerge and develop suddenly without education, training, and internal and environmental encouragement. The research conducted in the Bachelor's Program of Public Health at MH. Thamrin University aims to analyze the online learning impact on the students’ self-discipline improvement. Quantitative research data were obtained by distributing questionnaires to twenty respondents as samples through Google Forms. The sampling was carried out randomly or through simple random sampling. The collected data were processed according to research procedures and analyzed using multiple linear regression analysis in SPSS 20. The results of this study indicate that self-discipline is crucial in online learning, and it can be fostered through various actions and measures such as motivation, scheduling, organizing, choosing a suitable study space, avoiding distractions, communication skills, time management, and contingency planning. These actions significantly contribute
... For their part, Alzahrani and Panwar (2021) discovered that pre-pandemic experiences and social influences negatively impacted students' expectations of outcomes. Additionally, Aucejo et al. (2020) found that university students' expectations of future economic income have also been affected. ...
This study aims to analyse the role of the preventive behaviour of people in reaction to the perception of risk in the control of the COVID-19 pandemic. Method: A multiple correspondence analysis was carried out from the data collected in the survey PSY- Covid 2019, using a sample made up of 914 Colombian residents, aged between 16 and 79 years (x̄ = 32.3, SD =12.4, women = 76.4%), with a university education level (96.6 %), from urban areas (92.5 %) and and a middle-income level (63.8 %). Results: The data were grouped into seven variables: vulnerability to coronavirus, mental health, subjective social norm, barriers to/facilitators of preventive behaviours, self-efficacy, expectation of results, and intention of post-confinement preventive behaviours. The findings show that the variables that contribute the most to the first dimension and that allow the explanation of preventive behaviour are: expectation of results, intention of post-confinement preventive behaviours and self-efficacy. Regarding the subjective social norm variable, although it is that which contributes the most to the second dimension, it is not associated with the variables mentioned above. It is recommended that studies be carried out in populations with different educational levels and cultural features.
... Arguably, the impact of the pandemic on educational systems -realized via school closures, reduced studentteacher contact and supervision, and transition to less proven online forms of instruction -was particularly harmful (e.g., Aristovnik et al., 2020). This is because even limited-term losses in the scope and quality of education and skill development may propagate throughout the lifetime of the student, leading to the accumulating loss of human capital (e.g., Aucejo et al., 2020;Carneiro & Heckman, 2003). An important question that researchers and policymakers face is how to quantify this COVID-slide, i.e., the shortfall in knowledge and skills that has occurred during and after the pandemic, relative to the pre-pandemic period. ...
Recovery from university grade inflation after the COVID-19 pandemic varies by faculty Higher education institutions worldwide report a drastic increase in grades during the COVID-19 pandemic. Since it was not paralleled by an increase in student achievements, the consensus is that the pandemic came with grade inflation, which exceeded the systematic multiannual trends of grade inflation. The present paper adds two novel aspects to this body of research. First, unlike most existing reports, this study covers the post-pandemic timespan and quantifies the degree of return to pre-pandemic grading patterns. We examine changes in grade point average (GPA) values in undergraduate students from two Canadian universities (N = 32,753 and N = 15,101) in the circum-pandemic period from 2018–2019 through 2022–2023. Second, we consider changes in grading by university faculty. The central finding in both universities is that post-pandemic GPAs returned fully to pre-pandemic levels only in some faculties (e.g. Business, Engineering, Health Sciences) but are still inflated in others (e.g. Humanities, Social Sciences) compared to pre-pandemic levels. Thus, post-pandemic grades stemming from some faculties are more trustworthy, i.e. exhibit less inflation and are more closely aligned with student achievement, than in other faculties. We provide correlational evidence that the faculties that have curbed grade inflation more successfully are the more selective ones and arguably have more incentives to maintain higher educational standards.
... For their part, Alzahrani and Panwar (2021) discovered that pre-pandemic experiences and social influences negatively impacted students' expectations of outcomes. Additionally, Aucejo et al. (2020) found that university students' expectations of future economic income have also been affected. ...
This study aims to analyse the role of preventive behaviour in response to the perception of risk in controlling the COVID-19 pandemic. Method: A multiple correspondence analysis was conducted using data collected from the PSY-Covid 2019 survey, which included a sample of 914 Colombian residents aged between 16 and 79 years (M = 32.3, SD = 12.4; women = 76.4%), all with a university education (96.6%), from urban areas (92.5%), and from a middle-income background (63.8%). Results: The data were grouped into seven variables: vulnerability to coronavirus, mental health, subjective social norm, barriers to/facilitators of preventive behaviours, self-efficacy, expectation of results, and intention of post-confinement preventive behaviours. The findings indicate that the variables contributing most to the first dimension, which explains preventive behaviour, are expectation of results, intention of post-confinement preventive behaviours, and self-efficacy. Regarding the subjective social norm variable, although it contributes most to the second dimension, it is not associated with the previously mentioned variables. It is recommended that studies be conducted in populations with varying educational levels and cultural characteristics.
... The pandemic has more severely impacted low-SES adults compared to their high-SES counterparts in terms of health and economic outcomes (Alstadsaeter et al., 2020;Azar et al., 2020;Geranios et al., 2022;Strang et al., 2020;Wollenstein-Betech et al., 2020). A similar pattern is observed among students: adolescents from low-SES families have been more negatively affected in terms of mental health (Sama et al., 2021;Spinelli et al., 2020) and educational outcomes (Aucejo et al., 2020;Santibañez and Guarino, 2021). ...
We show the evolution of the delay of gratification (DG) in 950 students aged 10–14 during coronavirus-induced home-based online education, by analysing data from two waves of voluntary online surveys. Students in the highest SES category experienced an absolute increase in DG, whereas those in the lowest SES category suffered a decrease, resulting in a widening SES gap between the groups over a relatively short 30-day period.
... In addition, a strong negative impact on females persisting with tertiary level have been correlated with experiences of prejudice within their studies [12]. Interestingly, several studies probing the influence of the Covid-19 pandemic (arguably the greatest learning environment impact of recent times) on exam performance concluded either positive or no effect on female students undertaking physics attainment tests during the pandemic period [13][14][15]. It has been argued that the exclusion of face-to-face assessment during this period may have reduced test anxiety. ...
The short answer section of the final attainment test for the Advanced Physics I course at the University of Newcastle, Australia was investigated for performance bias based on gender. No overall gender bias was discovered, however there was a small to medium bias for the thermal physics topic. No other topics showed any significant difference by gender. A categorization schema for short answer exam questions was developed and revealed a correlation that if questions contain a majority of categories from the schema then no bias will be observed. Bias observed in the Thermal physics topic may be due to a combination of word density and low visual language.
... The rest extended their studies for up to 9 years. In some cases, this may be due to the pandemic (COVID-19) (Aucejo et al., 2020). As mentioned above, the students who took longer than four years to complete their degree had a lower average grade. ...
This paper aims to offer an overview of the professional trajectories pursued by graduates of the University of Granada’s French Studies bachelor’s programme in Spain, post the Bologna Process. It is notable that there are no existing studies addressing the employment outcomes of these graduates. An online questionnaire was designed and distributed to graduates who completed their studies between the academic years 2013/2014 and 2020/2021. The analysis involved 78 completed questionnaires, representing a response rate of 31%. Our preliminary findings uncover that a significant proportion of graduates (73.1%; 30/41) found employment as French language teachers, predominantly within the Spanish public educational system (56.6%; 17/30). This aligns with career paths outlined in the corresponding White Paper (Libro Blanco). Of these, 56.6% (17/30) were engaged in full-time positions, with 26.6% (8/30) securing permanent contracts as civil servants. The duration of the degree programme and prior professional experiences acquired during the course emerged as pivotal factors influencing graduates’ integration into the labour market. These insights could prove valuable to stakeholders contemplating adjustments to the French Studies bachelor’s program, ensuring its alignment with the evolving demands of the current job market.
... While online learning and its features have been widely investigated and were fully adopted by most institutions during the pandemic, the post-pandemic landscape of higher education has changed significantly as the ERT could not be considered a suitable long-term solution (Nworie, 2021). Although students and teachers are back in the classroom, the use of digital platforms is shaped by either positive or negative experiences with ERT (Aucejo et al., 2020). Teachers' challenges mentioned in the literature relate to the lack of guidance and training on distance learning modalities, work overload, reduced interaction with the students, and difficulty in upholding students' motivation levels (Benito et al., 2021). ...
Purpose
The acceleration of technology adoption in higher education, prompted by the global shift to online teaching during the COVID-19 pandemic, called for responsive programmes to address pedagogical challenges. This paper aims to present the design process and initial adoption of an institutional programme created to support instructors in providing educational resources for online and hybrid undergraduate courses at Reykjavik University.
Design/methodology/approach
By adopting a socio-technical perspective, the programme encompasses teacher support and digital platform use. Additionally, the programme aimed to enhance the student experience by increasing course consistency and facilitating data collection for future research on learning analytics.
Findings
The findings demonstrate the programme’s successful adoption, effectively strengthening teachers’ practices. Key contributions include a teacher-centric perspective on technology challenges and a socio-technical conceptualisation informed by teachers’ experiences during the pandemic.
Originality/value
This research provides valuable insights for teachers, administrators and researchers developing similar initiatives for effective professional development of faculty in online and hybrid teaching environments.
... According to the same study, working students are more likely to experience mental health disorders, have a harder time switching to online learning, run into problems with a shortage of study spaces and the technology needed to complete the assignments, and are less likely to show up for regularly scheduled virtual classes. Thus, the most affected group of students during the pandemic are the working students who struggled to meet their daily ends, as stated in a study conducted by Aucejo et al. (2020). ...
Being a working student is challenging as they must balance school and work responsibilities. This study aimed to explore the lived experiences of working students in a private higher education institution in the province of La Union, Philippines, during COVID-19. The study is qualitative research, specifically descriptive phenomenology. A purposive sampling technique was used for the selection of participants. A semi-structured interview was used to generate data from 10 participants. Further, thematic analysis was utilized where three major themes emerged: (1) Experiencing the Tidal Rise and Fall of Work-Study Balance, (2) Anchored Expectations and Pressure, and (3) Coping Up and Sailing with the Wind. Ethics were strictly observed in the study. The study revealed that their circumstances form valuable experiences as young adults as they learn to become responsible individuals. They cope by making the necessary adjustments to their schedule, perspective, self-management skills, and formation of support they get from people. They continue the odyssey with burning motivation to strike a work-study balance, hence, highly commendable.
... In particular, female, nonwhite, and first-generation college students experienced a lack of motivation due to increased pressures and distractions from the transition (Gillis & Krull, 2020). As a result, these adverse outcomes led students to delay graduation and enrollment (Aucejo et al., 2020;Hamann et al., 2021). In fact, Hispanic-serving institutions experienced a significant decline in student enrollment (U.S. ...
Through inductive thematic analysis of focus group data conducted during the Spring 2020, Fall 2020, and Spring 2021 semesters within courses focused on the Latinx community, this study illustrates the challenging impacts of COVID-19 and online learning on Latinx students at a predominately White institution during the pandemic. It underscores their concerns regarding access to essential educational resources, especially online learning tools, mental health support, and building connections with peers and the campus community. These findings highlight the importance of understanding the Latinx student experience to inform educational policies and pedagogical practices, particularly in the context of post-pandemic online and remote learning, aiming to address their unique challenges effectively.
Purpose
The purpose of this paper is to establish a moderated mediation model to examine the paradoxical effect of new college graduates’ employability on their career decision-making difficulties, with the mediating role of perceived overqualification. We also examined the moderating role of perceived COVID-19 crisis strength to strengthen this mediating relationship.
Design/methodology/approach
Based on the person-environment fit theory, a time-lagged survey was conducted with a sample of 398 new college graduates from five universities in China. The structural equation modeling method was used to test the theoretical hypotheses.
Findings
The results show that employability directly and negatively affects career decision-making difficulties among new college graduates. However, employability also indirectly and positively affects career decision-making difficulties through perceived overqualification. Moreover, the perceived COVID-19 crisis strength acted as a boundary condition to moderate this positive mediated relationship.
Practical implications
While employability can be beneficial for new college graduates, our findings also remind new graduates and college career coaches to be aware of the potential dark side of employability and the changing employment environment.
Originality/value
Prior work has focused on the positive effects of new college graduates’ employability on their career decision-making. Based on the person–environment fit theory, we adopted a three-wave time-lagged research design, theoretically derived and empirically tested the paradoxical effect mechanism of college students’ employability on their career decision-making difficulties. Our study contributes to the theoretical advancement of employability research while offering higher education institutions a holistic framework for enhancing new college graduates’ employability.
The objective of this study was to document trends and identify prioritized topics and questions relating to issues of racial and cultural equity in the Council for Exceptional Children’s Division on Career Development and Transition (DCDT), based on publications and conference presentations. Specifically, this research synthesis explored the application of a recent conceptual model that integrates key elements of culturally responsive and sustaining pedagogies (CRSPs) to examine racial and cultural equity in transition planning. Findings from this review paint a picture of equity discourses that have been marginalized in the outlets explored. Implications for the field are discussed.
The paper titled "E-Learning as an Alternative Learning Strategy for T.L.E. Students" explores the effectiveness of integrating e-learning into the teaching of Technology and Livelihood Education (T.L.E.). It aligns with the Department of Education’s Computerization Program (DepEd Order No. 78, s. 2010), which emphasizes ICT-based learning to enhance educational outcomes. The study examines the shift from traditional, linear teaching methods to more interactive, digital platforms. It investigates the impact of e-learning on students' academic performance, engagement, and overall learning experience. Utilizing both qualitative and quantitative research methodologies, the study gathers data through surveys, interviews, and performance assessments. The findings indicate that e-learning significantly improves student motivation, comprehension, and retention of concepts in T.L.E. subjects. Challenges such as limited access to technology, lack of technical skills among educators, and resistance to change are also discussed. The study provides recommendations for effective e-learning implementation, including teacher training, infrastructure development, and curriculum adaptation. Ultimately, the research highlights the potential of e-learning to revolutionize T.L.E. instruction, making education more inclusive and responsive to 21st-century learning demands.
This study presents an empirical analysis of the impact of family financial support (FAM) on students' academic success across three countries: Kosovo (KOS), Portugal (PT), and Indonesia (ID). The primary aim was to assess differences in the extent of family financial support and self-financing (SF) of education among these countries, as well as to evaluate the significance of independent variables on student performance (FAM, SF) during and after the COVID-19 pandemic. Data were collected from 216 students enrolled in PhD, Master's, Bachelor's, and professional programs, and analyzed using SPSS (WV23). The analysis utilized descriptive statistics, one-way ANOVA, and the General Linear Model (GLM). Results revealed significant variations in family financial support, with differing levels of assistance affecting academic outcomes. Independent variables were found to have a notable influence on student performance, demonstrated through tests such as ANOVA (p < 0.005), multiple comparisons (p < 0.005), Levene's test (p > 0.005), and between-subject's effects (p < 0.005). The findings underscore the need for families in all three countries to adapt to the changing educational landscape, particularly in the postpandemic era, by aligning financial support with the evolving academic demands. Limitations of the study include the scope of variables, student sample size, and geographical focus, highlighting the potential for broader research in future studies.
Objective: To examine associations among psychological distress, perceptions of life changes, and perceptions of family support among college students during the quarantine period of the pandemic. Background: A supportive family can buffer psychological distress during crises. During the early months of the COVID-19 pandemic, many college students abruptly returned to their family home, disrupting a developmental stage typically oriented toward independence and peer connection. While previous research has highlighted the stressors of this period, less is known about the role of perceived family support in shaping students’ mental health outcomes. Method: Data from a cross-sectional sample of 339 college students were collected. Statistical analysis included a hierarchical multiple regression and moderated moderation to investigate the relationship between the life changes college students experienced due to COVID-19 and distress and how family support moderated this relationship while treating gender as a secondary moderator. Results: Perceptions of worsening life conditions due to COVID-19 were associated with higher levels of distress and vice versa. Perceptions of emotional forms of family support moderated this relationship, but only among male participants. Conclusions: This study contributes to our understanding of the mental health implications of the pandemic on college students by identifying emotional family support as a gender-specific protective factor. Implications: Insights from this study may inform mental health interventions that consider family dynamics and gender-specific coping during large-scale crises. These findings may also guide strategies for supporting students facing the long-term psychological impacts of the COVID-19 pandemic.
This study aimed to investigate the extent of stressors encountered by teachers following the COVID-19 outbreak with regards to the volume of assigned tasks, learners’ performance, relationship with co-workers, and instructional practices; the extent to which teachers utilize coping mechanisms about self-interventions and recreational activities, remediation and innovative teaching strategies, accountability partnership, and consultation and conferences with master teachers; performance rating of teachers during the resumption of in-person classes; significant relationship among the level of stress encountered by teachers, their coping mechanisms, and their performance after the COVID-19 pandemic; and coping mechanisms significantly addressed the extent of stressors encountered by the teachers. The study involved 129 randomly selected teachers of District 4 of Malaybalay City Division during the school year 2023-2024. The descriptive-correlational research design was used, and data were analyzed using various statistical methods, including Pearson product-moment correlation. Significant stressors were identified, including high volumes of assigned tasks, challenges in learner performance, difficulties in relationships with co-workers, and struggles with instructional practices. Teachers employed various coping mechanisms, such as self-interventions, remediation strategies, accountability partnerships, and consultation with master teachers, to mitigate stress and enhance professional efficacy. Despite the challenges posed by the pandemic, teachers demonstrated adaptability and resilience, with the majority receiving satisfactory to outstanding performance ratings during the resumption of in-person classes. The study found significant relationships between teacher stress, coping mechanisms, and performance outcomes, particularly in the effectiveness of consultation with master teachers and accountability partnerships in reducing stress and improving performance. These findings underscore the importance of supporting teachers in coping with stress and fostering collaborative, supportive environments to promote resilience and effectiveness in educational settings.
We study the determinants of voluntary compliance in the early phase of the COVID‐19 pandemic. Using rich data on subjective expectations we collected during the spring 2020 lockdown in the UK, we estimate a simple model of compliance choice with uncertain costs and benefits whose estimates quantify the utility trade‐offs underlying compliance. Using these estimates, we decompose group differences in compliance into components due to preferences vis‐à‐vis expectations and compute the monetary compensation required for different groups to comply. We find citizens face intuitive trade‐offs between costs and benefits of noncompliance, with the largest costs being the disutility of passing away from COVID‐19 and the psychological cost of being caught transgressing, and the largest benefit being preserving own mental health. Significant heterogeneity exists across groups, with women's higher compliance being explained by gender differences in both preferences and expectations, while vulnerables' higher compliance being mainly driven by differences in preferences. The response of individual behavior to others' behavior, too, varies across personal characteristics and circumstances. Our findings underscore the importance for public health policies to take into account behavior‐relevant heterogeneity in citizens' preferences, expectations, and responses to others.
Pandemi Covid-19 memberikan dampak pada tingginya tingkat pengangguran terbuka, yang mengindikasikan rendahnya kesiapan kerja terkhusus bagi mahasiswa tingkat akhir yang akan memasuki dunia kerja. Mahasiswa diharapkan memiliki kesiapan pilihan pekerjaan untuk diambil. Penelitian ini merupakan penelitian kuantitatif dengan analisis regresi yang bertujuan untuk melihat pengaruh career adaptability terhadap kesiapan kerja mahasiswa tingkat akhir pada masa pandemi. Sejumlah 182 mahasiswa direkrut menggunakan sampling kuota untuk mengisi skala Career Adaptability dan Kesiapan Kerja. Hasil analisis regresi menunjukan bahwa career adaptability memiliki pengaruh yang signifikan terhadap kesiapan kerja (p<0.05). Career adaptability berkontribusi sebesar 60% pada kesiapan kerja mahasiswa. Hal ini mengindikasikan bahwa career adaptability merupakan hal penting yang harus dimiliki mahasiswa dalam menumbuhkan kesiapan kerja. Mahasiswa dengan career adaptability memiliki kepedulian akan karirnya di masa mendatang, sehingga lebih siap menghadapi perubahan kerja yang terjadi dalam kondisi pandemi.
This study compared student satisfaction with face-to-face, online, and hybrid learning during the pandemic. Online and hybrid models were less satisfying, likely due to the lack of choice and negative impacts of COVID-19. While these models offer flexibility, institutions should carefully consider their use to avoid compromising student satisfaction and motivation.
Although many students exhibit interest and demonstrate academic preparedness in math and science, a significant proportion of students do not major in science, technology, engineering, and mathematics (STEM) fields. These students encounter systemic barriers to STEM opportunities related to their intersecting gender and racial/ethnic identities. This study uses intersectionality theory and Tinto's model of student departure to explore students' academic and social experiences and investigate structural factors which restrict their access to STEM participation. Surveys and interviews with students from six universities in North Carolina revealed that STEM fields often fail to attract a broad range of students due to inadequate academic support and students' perceptions of these disciplines as unwelcoming or uninteresting. The findings offer practical recommendations for improving diversity in STEM majors and emphasize the critical need for universities to address diverse students' values and aspirations as well as actively promote the benefits and opportunities offered by science and STEM fields more broadly.
This chapter outlines the literature addressing various aspects related to marginalized groups in our global society. This chapter includes a summary of 19 well-researched academic articles published in journals across different subjects and brings together the varied perspectives of authors from different countries and continents. The literature grounded in evidence-based studies included in this chapter provides a holistic understanding of the various issues related to marginalized sections, their challenges and social work interventions.
The present study aims to investigate the mediator role of cognitive control and cognitive flexibility in the relationship between university students’ perceived stress and their psychological resilience during COVID-19 pandemic. The sample consisted of 405 university students. The findings showed that perceived stress indirectly via cognitive control and cognitive flexibility effects psychological resilience of university students during pandemic. Cognitive control and cognitive flexibility mediates the relationship. The negative effect of perceived stress on cognitive control and cognitive flexibility caused a decrease in students’ psychological resilience. The cognitive flexibility has a positive effect on university students’ psychological resilience. Interventions and techniques for stress management can support cognitive control and cognitive flexibility of young people under high stress, this may contribute to increasing psychological resilience of them. Implications for intervention are discussed.
In Austria, educational upward mobility remains particularly low compared to other European countries, partly due to the prevalence of early tracking. The COVID-19 pandemic caused a severe economic crisis, and numerous measures were applied on the national labour market and in the higher education sector to counteract the negative consequences. In this paper we analyse how existing inequalities in access to higher education for first-generation students (i.e. students with parents without a tertiary degree) have developed in course of the pandemic, drawing on the unique pool of longitudinal register data collected for all Austrian students. We find that in the first year of the pandemic (2020/21), there is a clear peak in the number of students entering higher education in Austria. However, as this increase is mainly due to students with a tertiary family background, the share of first-generation students continued to decrease during this period. It shows that despite the disruptive effects of the pandemic and new labour market and higher education policies, the enduring downward trend in both the total number and the proportion of first-generation students has not been reversed.
The broad-scale challenges that higher education undertook in response to the COVID-19 pandemic changed a great deal about the student experience. Ongoing throughout several semesters, those changes may have affected the ways that transfer students experienced transition to the 4-year university setting, with implications for student retention. Interviews with students who transferred from community colleges to a large research university at three different pandemic stages—in 2019, 2020, and 2021—reveal that some aspects of the transfer experience remained consistent, while others changed. Notably, students experienced university-level coursework as academically challenging regardless of its mode of delivery and reported finding a diversity of academic and social options at the university. Transferring into online coursework helped reduce the shock associated with large-enrollment classes and navigating a large campus. Students reported fewer issues overall with course delivery when taking solely online coursework. The paper closes with recommendations to increase transfer student retention.
This phenomenological study explores how 27 first-generation college students attending an elite small liberal arts college experienced the transition to emergency remote learning during the spring 2020 semester. Data from open-ended, semi-structured interviews and spring 2020 student transcripts suggest that students’ subjective experiences of emergency remote learning did not align with their objective outcomes as reflected in their spring 2020 GPAs. Partly due to institutional policies and practices, 75% of students received a higher GPA in spring 2020 than in the previous semester. Results highlight the importance of student-centered, success-oriented responses that made it possible for students with diverse cultural, material and emotional needs to do more than survive the shift to emergency remote learning. Of equal importance is the way institutional responses empowered students to make choices that enabled them to meet academic expectations and family obligations and turn a semester of potential derailment into one of subjective dissatisfaction with objective success.
This paper analyzes the effects of Covid-19 on the economic well-being of people in Bolivia. To study these effects, an online survey of 821 individuals was conducted in August 2021. The survey results indicate that a significant percentage of individuals report moderate to high levels of anxiety and depression due to Covid-19, but when the surveyed sample is disaggregated by various socio-demographic groups, there is considerable heterogeneity across different segments of the population. Taking into account the observed heterogeneity, it was assessed how three indicators of economic well-being are affected by health and mental health factors and found that the two most important predictors of economic well-being are belonging to a health risk group and exhibiting worsening depressive symptoms. The results suggest that by focusing on key groups affected by the pandemic, policymakers may be able to prevent Covid-19 from widening economic well-being gaps between different segments of the population. JEL Classifications: I10, I19, I30.
Objective: Evidence suggests young adults in post-secondary school experienced increased distress during the COVID-19 pandemic, but students' experiences likely varied. Effects may have also changed over time as students adapted. This study examined the mental health of students with and without preexisting health conditions at two points during the pandemic (winter 2020/2021 and spring/summer 2021). Methods: Participants (N = 1465) completed a baseline and follow-up questionnaire assessing their health history, depressive symptoms, anxiety symptoms, stress, and COVID-19-related worry and perceived vulnerability of severe infection. Results: At both time points, students with preexisting health conditions reported greater distress than those without preexisting health conditions. Stress increased from time 1 to time 2 for all students, and participants with preexisting health conditions significantly increased in their COVID-19 perceived vulnerability of severe infection over time. Conclusions: Findings highlight the need for additional and ongoing mental health supports for vulnerable students throughout the pandemic.
The COVID-19 pandemic dealt a major disruption to the lives of college students, impacting their well-being and academic experiences. This two-point, longitudinal study (Wave 2 N = 286) investigated how the pandemic impacted college students, how students coped, and how their resilience and coping profiles were associated with their well-being, academic performance, and attitudes toward seeking professional psychological help. Latent Profile Analyses showed that students’ coping profiles changed after the pandemic started. Compared to Active Copers—those who used more active coping strategies during the pandemic, (a) Withdrawal Copers had poorer academic performance and reported lower levels of happiness and life satisfaction, more loneliness, and less favorable help-seeking attitudes; and (b) Undifferentiated Copers reported lower levels of happiness, more loneliness, and less favorable help-seeking attitudes. Using the convergent mixed-methods design and a combination of person- and variable-centered approaches, our findings have important implications for practice, advocacy, education, training, and future research.
The pandemic was an enormous experience all over the world. The type of living, working, and study were changed irreversibly. Facing the opportunity to establish old frames of education in universities is impossible. The adoption of new ways of teaching and assessments reveal their convenience and in the same way their weak points. In response to that stage, on 14 December 2022, the EU parliament accepted the "Digital Decade Policy Programme 2030", for the establishment of a digital transformation community (EU 2022). Trakia University had an online assessment system, quizzes for self-training, and final exams, developed in 2008 on Moodle virtual learning environment. During the pandemic, online exams and lectures were conducted using platforms like BigBlueButton in Moodle or Google Meets. The article gives the results of online exams before, during, and after the pandemic. The outcome, without doubt, displays the lowering knowledge level or performance during the social isolation due to COVID-19, and after, and the reasons are discussed. During the second year of the pandemic was mentioned also a high dropout of students. Now the situation is returning to the previous levels, before the pandemic, but the quality of education is not yet reached. The article values the grades and results of session exams and has the intention of clarifying the influence of the pandemic period on the excellence of high institution education.
This paper analyzes the magnitude and sources of long-term earnings declines associated with graduating from college during a recession. Using a large longitudinal university-employer-employee dataset, we find that the cost of recessions for new graduates is substantial and unequal. Unlucky graduates suffer persistent earnings declines lasting ten years. They start to work for lower paying employers, and then partly recover through a gradual process of mobility toward better firms. We document that more advantaged graduates suffer less from graduating in recessions because they switch to better firms quickly, while earnings of less advantaged graduates can be permanently affected by cyclical downgrading. (JEL E32, I23, J22, J23, J31)
The paper studies the effect of health on work among older workers by eliciting two- and four-year-ahead subjective probabilities of working under alternative health states. These measures predict work outcomes. Person-specific differences in working probabilities across health states can be interpreted as Subjective ex ante Treatment Effects (SeaTEs) in a potential outcomes framework and as taste for work within a discrete choice dynamic programming framework. There is substantial heterogeneity in expectations of work conditional on health. The paper shows how heterogeneity in taste for work correlated with health can bias regression estimates of the effect of health on retirement. (JEL D84, I12, J14, J22, J26)
We conducted a survey of high-ability college students and elicited beliefs about how their choice of major, and of whether to complete their degree, would affect an array of future events: earnings, employment, marriage prospects, potential spousal characteristics, and fertility. We find that students perceive large “returns” to human capital not only in their own future earnings but also in other dimensions (e.g., potential spouse’s earnings and fertility). We find evidence of students sorting into majors on the basis of these perceived returns. Family expectations are particularly important for female students’ major choices. In a followup survey conducted 6 years after the initial data collection, we find a close connection between expectations and current realizations.
How does personal exposure to economic conditions affect individual human capital investment choices? Focusing on bachelor’s degree recipients, we find that cohorts exposed to higher unemployment rates during typical schooling years select majors that earn higher wages, have better employment prospects, and lead to work in a related field. Conditional on expected earnings, recessions also encourage women to enter male-dominated fields, and students of both genders pursue more difficult majors. We conclude that economic environments change how students select majors, and we find evidence that students who respond to the business cycle enjoy earnings typical of their new majors.
Using novel survey data, we document that individuals extrapolate from recent personal experiences when forming expectations about aggregate economic outcomes. Recent locally‐experienced house price movements affect expectations about future U.S. house price changes and higher experienced house price volatility causes respondents to report a wider distribution over expected U.S. house price movements. When we exploit within‐individual variation in employment status, we find that individuals who personally experience unemployment become more pessimistic about future nationwide unemployment. The extent of extrapolation is unrelated to how informative personal experiences are, is inconsistent with risk‐adjustment, and is more pronounced for less sophisticated individuals.
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This paper studies the differential persistent effects of initial economic conditions for labor market entrants in the United States from 1976 to 2015 by education, gender, and race using labor force survey data. We find persistent earnings and wage reductions, especially for less advantaged entrants, that increases in government support only partly offset. We confirm that the results are unaffected by selective migration and labor market entry by also using a double-weighted average unemployment rate at labor market entry for each birth cohort and state-of-birth cell based on average state migration rates and average cohort education rates from census data.
As the workforce has become more educated, educational decisions are about what type of education to pursue as well as how much to pursue. In college, individuals somewhat specialize through their choice of college major. Further specialization occurs in graduate school. This chapter investigates how majors and graduate school affect labor market outcomes, as well as how individuals make these potentially important decisions. To do so, we develop a dynamic model of educational decision-making. In light of the model, we examine the estimation issues associated with obtaining causal effects of educational choices on earnings. We then examine ways that authors have overcome the selection problem, as well as the approaches authors have taken to estimate the process by which these educational decisions are made.
Most questions in social and biomedical sciences are causal in nature: what would happen to individuals, or to groups, if part of their environment were changed? In this groundbreaking text, two world-renowned experts present statistical methods for studying such questions. This book starts with the notion of potential outcomes, each corresponding to the outcome that would be realized if a subject were exposed to a particular treatment or regime. In this approach, causal effects are comparisons of such potential outcomes. The fundamental problem of causal inference is that we can only observe one of the potential outcomes for a particular subject. The authors discuss how randomized experiments allow us to assess causal effects and then turn to observational studies. They lay out the assumptions needed for causal inference and describe the leading analysis methods, including, matching, propensity-score methods, and instrumental variables. Many detailed applications are included, with special focus on practical aspects for the empirical researcher.
This paper investigates whether demand-side market pressure explains colleges’ decisions to provide consumption amenities to their students. We estimate a discrete choice model of college demand using micro data from the high school classes of 1992 and 2004, matched to extensive information on all four-year colleges in the U.S. We find that most students do appear to value college consumption amenities, including spending on student activities, sports, and dormitories. While this taste for amenities is broad-based, the taste for academic quality is confined to high-achieving students. The heterogeneity in student preferences implies that colleges face very different incentives depending on their current student body and the students who the institution hopes to attract. We estimate that the elasticities implied by our demand model can account for 16 percent of the total variation across colleges in the ratio of amenity to academic spending, and including them on top of key observable characteristics (sector, state, size, selectivity) increases the explained variation by twenty percent.Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.
How do individuals form expectations about future inflation? We propose that individuals overweight inflation experienced
during their lifetimes. This approach modifies existing adaptive learning models to allow for age-dependent updating of expectations
in response to inflation surprises. Young individuals update their expectations more strongly than older individuals since
recent experiences account for a greater share of their accumulated lifetime history. We find support for these predictions
using 57 years of microdata on inflation expectations from the Reuters/Michigan Survey of Consumers. Differences in experiences
strongly predict differences in expectations, including the substantial disagreement between young and old individuals in
periods of highly volatile inflation, such as the 1970s. It also explains household borrowing and lending behavior, including
the choice of mortgages. JEL Codes: E03, G02, D03, E31, E37, D84, D83, D14.
This paper studies the labor market experiences of white-male college graduates as a function of economic conditions at time of college graduation. I use the National Longitudinal Survey of Youth whose respondents graduated from college between 1979 and 1989. I estimate the effects of both national and state economic conditions at time of college graduation on labor market outcomes for the first two decades of a career. Because timing and location of college graduation could potentially be affected by economic conditions, I also instrument for the college unemployment rate using year of birth (state of residence at an early age for the state analysis). I find large, negative wage effects of graduating in a worse economy which persist for the entire period studied. I also find that cohorts who graduate in worse national economies are in lower-level occupations, have slightly higher tenure and higher educational attainment, while labor supply is unaffected. Taken as a whole, the results suggest that the labor market consequences of graduating from college in a bad economy are large, negative and persistent.
This paper uses the marginal treatment effect (MTE) to unify the nonparametric literature on treatment effects with the econometric literature on structural estimation using a nonparametric analog of a policy invariant parameter; to generate a variety of treatment effects from a common semiparametric functional form; to organize the literature on alternative estimators; and to explore what policy questions commonly used estimators in the treatment effect literature answer. A fundamental asymmetry intrinsic to the method of instrumental variables (IV) is noted. Recent advances in IV estimation allow for heterogeneity in responses but not in choices, and the method breaks down when both choice and response equations are heterogeneous in a general way. Copyright The Econometric Society 2005.
The analysis of field choice in college aniversity Press
- J Altonji
- P Arcidiacono
- A Maurel
Altonji, J., Arcidiacono, P., Maurel, A., 2016. The analysis of field choice in college
aniversity Press, Princeton OCLC: ocn231586808.
Projecting the Potential Impacts of COVID-19
- M Kuhfeld
- J Soland
- B Tarasawa
- A Johnson
- E Ruzek
- J Liu
Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., Liu, J., 2020, May. Projecting the
Potential Impacts of COVID-19 School Closures on Academic Achievement Publisher:
EdWorkingPapers.com.