ArticlePeerJ2021
Relationship between higher education teachers' affect and their psychological adjustment to online teaching during the COVID-19 pandemic: an application of latent profile analysis.
Article in PeerJ, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers, 1 of them a synthesis that pooled it.
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4 citing papers in PubMed, 1 synthesis or guideline pooled it, 7 citations in OpenAlex.
- Teacher resilience and adaptation in digital teaching contexts: a systematic review of research trends, psychological constructs, and evidence gaps.Frontiers in psychology · 2026Pooled it
- Surviving the shift: College student satisfaction with emergency online learning during COVID-19 pandemic.World journal of psychiatry · 2023Article
- Affective Profiles and Psychosocial Adjustment among Chinese Adolescents and Adults with Adverse Childhood Experiences: A Person-Centered Approach.Journal of happiness studies · 2022Article
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Authors and funding
4 authors at 2 institutions in 1 country.
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No grant is acknowledged in the PubMed record.
Abstract
backgroundThe COVID-19 outbreak has forced teachers to transition to online teaching, requiring them to adapt their courses and pedagogical methods to an online format rapidly without relevant training. This has presented a formidable challenge to higher education teachers. The present study uses a person-centered approach to identify heterogeneity among higher education teachers' affective experiences and the relationship between this heterogeneity and their psychological adjustment to online teaching.
methodsIn total, 2,104 teachers in higher education institutions in Southern China were surveyed using the Positive and Negative Affect Schedule and the Psychological Adjustment to Online Teaching Scale (a measure developed for this study) between March 25 and March 31, 2020. The collected data were analyzed using latent profile analysis.
resultsBased on their affective experiences during online teaching immediately after the COVID-19 outbreak, higher education teachers were divided into three latent classes: the common, ambivalent, and positive types. Among them, the positive type accounted for the largest proportion (44.85%), while the ambivalent type accounted for the smallest proportion (23.93%). The rest was the common type, which accounted for 31.15%. Significant differences in psychological adjustment to online teaching were found between the three latent classes. Regarding positive psychological adjustment, teachers belonging to the ambivalent type had significantly lower scores than those belonging to the other two types. Further, the common type had a significantly lower score than the positive type. Regarding negative psychological adjustment, the ambivalent type had a significantly higher score than the other two types, and the common type had a significantly higher score than the positive type.
conclusionBased on a novel person-centered perspective, this study revealed the differences and complexity in higher education teachers' affective experiences of online teaching immediately after the COVID-19 outbreak. The three different types of affective experiences (common, ambivalent, and positive) had a significant influence on psychological adjustment, with teachers belonging to the ambivalent type showing the worst psychological adjustment. This study provides a new perspective for the discussion of the relationship between teachers' affective experiences and their psychological adjustment to online teaching.
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