Higher education studentsʼ experience of emergency remote teaching during the Covid-19 pandemic in relation to self-regulation and positivity

Juriševič, Mojca (author), Lavrih, Lana (author), Lišić, Amela (author), Podlogar, Neža (author), Žerak, Urška (author)

The main objective of the present research was to explore students’ experiences of emergency remote teaching during the Covid-19 pandemic. Specifically, we were interested in how strategies for coping with an emergency situation, learning strategies and positivity relate to this experience. A total of 337 university students participated in the study. The data were collected with an online questionnaire. The results show that students used more adaptive coping strategies (positive reappraisal, acceptance and refocus on planning) and fewer maladaptive strategies (blaming others, catastrophising). Furthermore, students reported the frequent use of two self-regulated learning strategies, i.e., environment structuring and goal setting, and the less frequent use of task strategies. Self-regulation and positivity explained a total of 40% of the variance of the students’ experience during the pandemic. Important predictors for more constructive experience were the frequent use of goal setting and environment structuring strategies, more pronounced positivity, and less frequent use of the catastrophising coping strategy. The research findings contribute to a better understanding of students’ emergency remote teaching and learning experience during the pandemic and its correlates. Moreover, the findings could enable academic staff to focus on the essential elements when supporting students to cope with the pandemic.

• Language: English
• Keywords: coping strategies, cognitive emotion regulation, learning strategies, positivity, pandemic
• Work type: Article
• Typology: 1.01 - Original Scientific Article
• Organization: PEF - Faculty of Education
• Publication status: Published
• Publication version: Version of Record
• Year: 2021
• Number of pages: Str. 241-262
• Numbering: Vol. 11, spec. iss.
• PID: 20.500.12556/RUL-132378
• UDC: 159.9:378-057.875
• ISSN on article: 2232-2647
• DOI: 10.26529/cepsj.1147
• COBISS.SI-ID: 81787139

Copyright

Podatek o licenci CC BY 4.0 je naveden na pristajalni strani članka (glej zgoraj izvorni URL). (Datum opombe: 15. 9. 2025)

• Publication date in RUL: 26.10.2021

Record is a part of a journal

• Title: CEPS journal : Center for Educational Policy Studies journal
• Publisher: Pedagoška fakulteta Univerze, Pedagoška fakulteta Univerze, Založba Univerze v Ljubljani, = University of Ljubljana Press
• ISSN: 2232-2647
• COBISS.SI-ID: 254029824

Licences

• License: CC BY 4.0, Creative Commons Attribution 4.0 International
• Link: http://creativecommons.org/licenses/by/4.0/
• Description: This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.

Secondary language

• Language: Slovenian
• Title: Izkušnje študentov z izrednim poučevanjem na daljavo med pandemijo covida-19 v odnosu do samoregulacije in pozitivnosti

Abstract

Glavni cilj raziskave je bil preučiti izkušnje študentov z izrednim učenjem in s poučevanjem na daljavo med pandemijo covida-19. Zanimalo nas je, v kakšnem odnosu s to izkušnjo so njihove strategije za spoprijemanje z izrednimi razmerami, učne strategije in pozitivnost. V raziskavi je sodelovalo 337 študentov. Podatki so bili zbrani s spletnim vprašalnikom. Rezultati kažejo, da so študentje uporabljali bolj prilagojene strategije spoprijemanja (pozitivno prevrednotenje, sprijaznjenje in preusmerjanje k načrtovanju) in manj neprilagojenih strategij (obtoževanje drugih, katastrofiranje). Poleg tega so študentje poročali o pogosti uporabi dveh učnih strategij, tj. strukturiranju okolja in postavljanju ciljev, ter o manj pogosti uporabi strategije prilagoditve načina dela. Samoregulacija in pozitivnost sta skupaj pojasnili 40 % variance študentskih izkušenj med pandemijo. Pomembni napovedniki za bolj konstruktivne izkušnje so bili pogosta uporaba strategij za določanje ciljev in strukturiranja okolja, izrazitejša pozitivnost in manj pogosta uporaba katastrofiranja kot strategije spoprijemanja. Ugotovitve raziskave prispevajo k boljšemu razumevanju učnih izkušenj študentov z izrednim učenjem in s poučevanjem na daljavo med pandemijo ter njihovih korelatov. Poleg tega visokošolskim učiteljem in sodelavcem omogočajo, da se pri podpori študentom za spoprijemanje s pandemijo osredinijo na bistvene elemente.

• Keywords: študij na daljavo, samoregulacija, pozitivnost, doživljanje pandemije, strategije spoprijemanja