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Do Self-Regulated Learning Practices and Intervention Mitigate the Impact of Academic Challenges and COVID-19 Distress on Academic Performance During Online Learning?
The COVID-19 pandemic introduced significant disruptions and challenges to the learning environment for many post-secondary students with many shifting entirely to remote online learning. Barriers to academic success already experienced in traditional face-to-face classes may be compounded in the on...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8966875/ https://www.ncbi.nlm.nih.gov/pubmed/35369150 http://dx.doi.org/10.3389/fpsyg.2022.813529 |
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author | Hadwin, Allyson F. Sukhawathanakul, Paweena Rostampour, Ramin Bahena-Olivares, Leslie Michelle |
author_facet | Hadwin, Allyson F. Sukhawathanakul, Paweena Rostampour, Ramin Bahena-Olivares, Leslie Michelle |
author_sort | Hadwin, Allyson F. |
collection | PubMed |
description | The COVID-19 pandemic introduced significant disruptions and challenges to the learning environment for many post-secondary students with many shifting entirely to remote online learning. Barriers to academic success already experienced in traditional face-to-face classes may be compounded in the online environment and exacerbated by stressors related to the pandemic. In 2020–2021, post-secondary institutions were faced with the reality of rolling out fully online instruction with limited access to resources for assisting students in this transition. Instructional interventions that target students’ ability to self-regulate their learning have been shown to improve academic performance and self-regulated learning (SRL) competencies have also been found to mediate the effect of SRL interventions on higher education. However, few studies have examined the efficacy of fully online SRL intervention on mitigating the impact of psychological distress and academic challenges on academic success. This study examined the moderating roles of self-regulatory practices and SRL intervention in buffering the influence of COVID-related psychological distress and academic challenges on academic outcomes (self-reported grade point average (GPA) and academic challenges) in a Canadian sample of undergraduate students (n = 496). We found (a) levels of metacognitive and motivational challenges fully mediated the impact of COVID distress on GPA, (b) SRL adapting practices moderated the impact of metacognitive challenges on GPA, and (c) semester-long SRL intervention buffered the impact of COVID distress on academic challenges and resulted in lower levels of social-emotional, cognitive, and metacognitive challenges for first year undergraduate students. |
format | Online Article Text |
id | pubmed-8966875 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-89668752022-03-31 Do Self-Regulated Learning Practices and Intervention Mitigate the Impact of Academic Challenges and COVID-19 Distress on Academic Performance During Online Learning? Hadwin, Allyson F. Sukhawathanakul, Paweena Rostampour, Ramin Bahena-Olivares, Leslie Michelle Front Psychol Psychology The COVID-19 pandemic introduced significant disruptions and challenges to the learning environment for many post-secondary students with many shifting entirely to remote online learning. Barriers to academic success already experienced in traditional face-to-face classes may be compounded in the online environment and exacerbated by stressors related to the pandemic. In 2020–2021, post-secondary institutions were faced with the reality of rolling out fully online instruction with limited access to resources for assisting students in this transition. Instructional interventions that target students’ ability to self-regulate their learning have been shown to improve academic performance and self-regulated learning (SRL) competencies have also been found to mediate the effect of SRL interventions on higher education. However, few studies have examined the efficacy of fully online SRL intervention on mitigating the impact of psychological distress and academic challenges on academic success. This study examined the moderating roles of self-regulatory practices and SRL intervention in buffering the influence of COVID-related psychological distress and academic challenges on academic outcomes (self-reported grade point average (GPA) and academic challenges) in a Canadian sample of undergraduate students (n = 496). We found (a) levels of metacognitive and motivational challenges fully mediated the impact of COVID distress on GPA, (b) SRL adapting practices moderated the impact of metacognitive challenges on GPA, and (c) semester-long SRL intervention buffered the impact of COVID distress on academic challenges and resulted in lower levels of social-emotional, cognitive, and metacognitive challenges for first year undergraduate students. Frontiers Media S.A. 2022-03-16 /pmc/articles/PMC8966875/ /pubmed/35369150 http://dx.doi.org/10.3389/fpsyg.2022.813529 Text en Copyright © 2022 Hadwin, Sukhawathanakul, Rostampour and Bahena-Olivares. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Hadwin, Allyson F. Sukhawathanakul, Paweena Rostampour, Ramin Bahena-Olivares, Leslie Michelle Do Self-Regulated Learning Practices and Intervention Mitigate the Impact of Academic Challenges and COVID-19 Distress on Academic Performance During Online Learning? |
title | Do Self-Regulated Learning Practices and Intervention Mitigate the Impact of Academic Challenges and COVID-19 Distress on Academic Performance During Online Learning? |
title_full | Do Self-Regulated Learning Practices and Intervention Mitigate the Impact of Academic Challenges and COVID-19 Distress on Academic Performance During Online Learning? |
title_fullStr | Do Self-Regulated Learning Practices and Intervention Mitigate the Impact of Academic Challenges and COVID-19 Distress on Academic Performance During Online Learning? |
title_full_unstemmed | Do Self-Regulated Learning Practices and Intervention Mitigate the Impact of Academic Challenges and COVID-19 Distress on Academic Performance During Online Learning? |
title_short | Do Self-Regulated Learning Practices and Intervention Mitigate the Impact of Academic Challenges and COVID-19 Distress on Academic Performance During Online Learning? |
title_sort | do self-regulated learning practices and intervention mitigate the impact of academic challenges and covid-19 distress on academic performance during online learning? |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8966875/ https://www.ncbi.nlm.nih.gov/pubmed/35369150 http://dx.doi.org/10.3389/fpsyg.2022.813529 |
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