Resilience and self-regulated learning as predictors of student competence gain in times of the COVID 19 pandemic – evidence from a binational sample
Emergency Remote Teaching (ERT) was introduced around the globe during the COVID-19 pandemic to ensure that students could continue with their studies during social distancing. Subsequent studies found considerable individual differences in the adjustment to ERT and identified resilience as a critic...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2024-01-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2024.1293736/full |
| _version_ | 1797349053772595200 |
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| author | Margarete Imhof Debra Worthington Julian Burger Henrik Bellhäuser |
| author_facet | Margarete Imhof Debra Worthington Julian Burger Henrik Bellhäuser |
| author_sort | Margarete Imhof |
| collection | DOAJ |
| description | Emergency Remote Teaching (ERT) was introduced around the globe during the COVID-19 pandemic to ensure that students could continue with their studies during social distancing. Subsequent studies found considerable individual differences in the adjustment to ERT and identified resilience as a critical factor for coping with the challenges of independent studying. The growing evidence led to calls for resilience training in preparation for emergency situations. Against the backdrop of a three-phase model of self-regulated learning, this study examines self-regulated learning activities as an additional protective resource and a predictor for academic performance in ERT. Results from a survey of resilience, self-regulated learning strategies, and competence gain completed by students from universities in the US and Germany (N = 333) found self-regulated learning strategies to be more predictive of student competence gain than resilience. As a consequence, in addition to fostering resilience, institutions should also include self-regulation strategies in student training and support programs to better prepare students for academic success. |
| first_indexed | 2024-03-08T12:24:37Z |
| format | Article |
| id | doaj.art-d3ff28a4ea8d4c8ca8c068de410df2e0 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-08T12:24:37Z |
| publishDate | 2024-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-d3ff28a4ea8d4c8ca8c068de410df2e02024-01-22T11:36:48ZengFrontiers Media S.A.Frontiers in Education2504-284X2024-01-01910.3389/feduc.2024.12937361293736Resilience and self-regulated learning as predictors of student competence gain in times of the COVID 19 pandemic – evidence from a binational sampleMargarete Imhof0Debra Worthington1Julian Burger2Henrik Bellhäuser3Department of Educational Psychology, Institute of Psychology, Johannes Gutenberg University, Mainz, GermanySchool of Communication and Journalism, Auburn University, Auburn, AL, United StatesDepartment of Educational Psychology, Institute of Psychology, Johannes Gutenberg University, Mainz, GermanyDepartment of Educational Psychology, Institute of Psychology, Johannes Gutenberg University, Mainz, GermanyEmergency Remote Teaching (ERT) was introduced around the globe during the COVID-19 pandemic to ensure that students could continue with their studies during social distancing. Subsequent studies found considerable individual differences in the adjustment to ERT and identified resilience as a critical factor for coping with the challenges of independent studying. The growing evidence led to calls for resilience training in preparation for emergency situations. Against the backdrop of a three-phase model of self-regulated learning, this study examines self-regulated learning activities as an additional protective resource and a predictor for academic performance in ERT. Results from a survey of resilience, self-regulated learning strategies, and competence gain completed by students from universities in the US and Germany (N = 333) found self-regulated learning strategies to be more predictive of student competence gain than resilience. As a consequence, in addition to fostering resilience, institutions should also include self-regulation strategies in student training and support programs to better prepare students for academic success.https://www.frontiersin.org/articles/10.3389/feduc.2024.1293736/fullresilienceself-regulated learningcompetence gainhigher educationemergency remote teaching |
| spellingShingle | Margarete Imhof Debra Worthington Julian Burger Henrik Bellhäuser Resilience and self-regulated learning as predictors of student competence gain in times of the COVID 19 pandemic – evidence from a binational sample Frontiers in Education resilience self-regulated learning competence gain higher education emergency remote teaching |
| title | Resilience and self-regulated learning as predictors of student competence gain in times of the COVID 19 pandemic – evidence from a binational sample |
| title_full | Resilience and self-regulated learning as predictors of student competence gain in times of the COVID 19 pandemic – evidence from a binational sample |
| title_fullStr | Resilience and self-regulated learning as predictors of student competence gain in times of the COVID 19 pandemic – evidence from a binational sample |
| title_full_unstemmed | Resilience and self-regulated learning as predictors of student competence gain in times of the COVID 19 pandemic – evidence from a binational sample |
| title_short | Resilience and self-regulated learning as predictors of student competence gain in times of the COVID 19 pandemic – evidence from a binational sample |
| title_sort | resilience and self regulated learning as predictors of student competence gain in times of the covid 19 pandemic evidence from a binational sample |
| topic | resilience self-regulated learning competence gain higher education emergency remote teaching |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2024.1293736/full |
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