ArticleEuropean journal of psychology of education = Journal europeen de psychologie de l'education2022
Adaptability favors positive academic responses and posttraumatic growth under COVID-19: a longitudinal study with adolescents.
Article in European journal of psychology of education = Journal europeen de psychologie de l'education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Test anxiety, psychological adaptability, and learning performance: Effects of a mindfulness training intervention on university students.Journal of education and health promotion · 2025Article
- Investigating adolescent psychological wellbeing in an educational context using PISA 2018 Canadian data.Frontiers in psychology · 2024Article
- Keep going, keep growing: A longitudinal analysis of grit, posttraumatic growth, and life satisfaction in school students under COVID-19.Learning and individual differences · 2023Article
- Adapt, Explore, or Keep Going? The Role of Adaptability, Curiosity, and Perseverance in a Network of Study-Related Factors and Scholastic Success.Journal of Intelligence · 2023Article
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Abstract
The COVID-19 pandemic prompted an abrupt adoption of online learning worldwide challenging students' scholastic engagement and their ability to self-regulate their learning. Under these unexpected conditions, adaptability (one's capacity to adjust thoughts, behaviors, and emotions in new and uncertain situations) might have sustained students to maintain high engagement and find new learning solutions. Students with high adaptability might also interpret COVID-19-related novelty as an opportunity and show higher posttraumatic growth levels. A longitudinal path analysis showed that in a sample of 435 Italian students (11-18 years old), adaptability at Time 1 positively related to engagement, self-regulated learning, and posttraumatic growth at the end of the school year, indirectly favoring academic achievement, through the mediation of engagement and self-regulated learning. These findings highlight the unique role that adaptability could play in supporting students in unexpected and stressful situations. Fostering students' adaptability could therefore have beneficial effects on their personal growth and academic success.
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