ArticleLearning and instruction2023
University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement.
Article in Learning and instruction, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Study and personal resources of university students' academic resilience and the relationship with positive psychological outcomes.Frontiers in psychology · 2025Article
- Empowering students: positive higher education strategies.Frontiers in psychology · 2025Review
- Test anxiety, psychological adaptability, and learning performance: Effects of a mindfulness training intervention on university students.Journal of education and health promotion · 2025Article
- Capturing the College Experience: A Four-Year Mobile Sensing Study of Mental Health, Resilience and Behavior of College Students during the Pandemic.Proceedings of the ACM on interactive, mobile, wearable and ubiquitous technologies · 2024Article
- University Students' Motivation and Engagement During the COVID-19 Pandemic: The Roles of Lockdown, Isolation, and Remote and Hybrid Learning.Australian journal of education · 2023Article
- The Switch to Online Learning during the COVID-19 Pandemic: The Interplay between Personality and Mental Health on University Students.International journal of environmental research and public health · 2023Article
- Impact of the COVID-19 on electricity consumption of open university campus buildings - The case of Twente University in the Netherlands.Energy and buildings · 2023Article
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Authors and funding
3 authors.
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Abstract
This study drew on Job Demands-Resources theory and data from 500 Australian university students to investigate the role of COVID-related lockdown, perceived adaptability, and fluid reasoning in students' self-efficacy-and the role of these factors in students' engagement and disengagement. Lockdown was associated with higher disengagement; perceived adaptability was associated with higher self-efficacy; and both perceived adaptability and fluid reasoning were significantly and positively associated with engagement. Self-efficacy significantly mediated the relationship between perceived adaptability and engagement and disengagement, while moderation tests revealed that fluid reasoning yielded a significant positive role for the self-efficacy of students in lockdown. These findings shed light on factors during COVID-19 that are implicated in students' academic development and provide direction for psycho-educational interventions.
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Registered trials
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