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System Justification in Higher Education in the Wake of COVID-19: Does the Parental Academic Background Matter?

Authors:
INTRO
The COVID-19 pandemic poses a threat to
students’ academic progression
How do students cope with this threat and does the
parental academic background have an influence
on coping strategies?
METHODS
1. N = 848 undergraduate students
2.Measures:
perceived threat of the COVID-19 pandemic on
academic progression
coping strategies (system justification, academic
identity, social belonging)
Students’ outcome variables (example:
helplessness, maladaptive coping with failure)
3. Tested with structural equation modeling
RESULTS
Continuous-generation students solely relied on
system justification in order to cope with the
perceived threat of the COVID-19 on their
academic progression
First-generation students used multiple palliative
strategies when faced with threat. Their academic
identity and social belonging in the form of
concrete relationships helped to cope with the
perceived threat of the COVID-19 pandemic
First-and continuous-generation
students show different patterns
of strategies to cope with the
perceived threat of the COVID-19
pandemic on their academic
progress.
System Justification in Higher
Education in the Wake of COVID-19:
Does the Parental Academic
Background Matter?
Julius Möller
Presenter:
Continuous-generation students
First-generation students
Theoretical Framework:
Students can use three different strategies to cope with threat:
1. system justification
2. relying on their academic identity
3. social belonging
J. Lukas Thürmer, Maria Tulis,
Stefan Reiss, Eva Jonas
JM was supported by the On Track
Project of the Austrian Federal Ministry
of Education, Science and Research
Model fit: χ2/df = 2.417; CFI = .885;
RMSEA = .065; SRMR = .126.
Model fit: χ2/df = 3.464; CFI = .881;
RMSEA = .069; SRMR = .141.
Green (red) arrows depict positive (negative)
relationships. Only significant relationships are displayed.
Full-Text Paper
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