ArticleHeliyon2023
The impact of satisfaction, and autonomous learning strategies use on scholastic achievement during Covid-19 confinement in Malaysia.
Article in Heliyon, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Teaching and learning high school mathematics in the post-COVID-19 era: investigating the emotion factor.Frontiers in psychology · 2025Article
- Factors affecting academic performance of college students in China during COVID-19 pandemic: a cross-sectional analysis.Frontiers in psychology · 2023Article
- Student learning performance prediction based on online behavior: an empirical study during the COVID-19 pandemic.PeerJ. Computer science · 2023Article
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Authors and funding
2 authors.
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Abstract
The purpose of this study is twofold. Firstly, this study seeks to better understand students' learning experience, through scholastic achievement and secondly, this study analyses students' use of autonomous learning strategies, namely satisfaction, self-efficacy, social interactive engagement and study engagement in digital learning amidst the Covid-19 lockdown. While Malaysia grapples with a growing number of Covid-19 cases, the underlying toll of the pandemic has hit the youth hard with many mental health concerns and this has affected their learning. The nurturing of autonomous learning strategies especially during the Covid-19 confinement is critically needed to assist this vulnerable group. Although there is a plethora of studies given students' use of autonomous learning strategies towards scholastic achievement during the Covid-19 lockdown internationally, studies in the Asia region are still rudimentary. This study investigated 316 university students from targeted universities in Malaysia. Responses were gathered from an online survey. Data were analysed using Partial Least Squares-Structural Equation Modelling (PLS-SEM), a second-generation multivariate statistical approach to assess the outer model and inner model that displays the relationships between the constructs. The results of this case study reported that student interactive engagement (β = 0.348, t = 5.45) and study environment (β = 0.314, t = 4.81) have a significant impact on students' scholastic achievement during the lockdown. Remarkably, new insights are uncovered in this paper revealing no relationship between self-efficacy and satisfaction with students' scholastic achievement. Possible explanations surrounding why satisfaction and self-efficacy were suppressed by the lockdown are discussed. The outcomes of this study provide key insights that may assist students to condition their minds to use autonomous learning strategies in digital learning to enhance their scholastic achievement.
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