Studying and Learning Psychology during the COVID-19 Pandemic: A Mixed-Methods Approach on Students' Perspectives of Psychological Well-Being and Adjustment to Studying Online

Autor/inn/en	Cena, Elida; Toner, Paul; McParland, Aideen; Burns, Stephanie; Dudgeon, Katrin
Titel	Studying and Learning Psychology during the COVID-19 Pandemic: A Mixed-Methods Approach on Students' Perspectives of Psychological Well-Being and Adjustment to Studying Online
Quelle	In: Psychology Learning and Teaching, 22 (2023) 2, S.137-158 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cena, Elida) ORCID (Toner, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-7257
DOI	10.1177/14757257231169938
Schlagwörter	Foreign Countries; College Students; Psychology; COVID-19; Pandemics; Emergency Programs; School Closing; Electronic Learning; Distance Education; Well Being; Student Adjustment; Student Attitudes; Psychological Patterns; Stress Variables; Resilience (Psychology); Barriers; Influences; Socialization; Social Support Groups; United Kingdom (Belfast) + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Psychologie; Hilfsprogramm; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Well-being; Wellness; Wohlbefinden; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten; Influence; Einfluss; Einflussfaktor; Socialisation; Sozialisation; Social support; Soziale Unterstützung
Abstract	Background: The challenges presented by coronavirus disease 2019 (COVID-19) in higher education pressured learners and instructors to incorporate online emergent learning which presented several well-being and academic challenges to students. Objective: The purpose of this study is to examine the impact of studying online to students' well-being. Methods: A mixed methods approach was followed for this study. Eighty students completed an online survey that measured their stress level of studying online, and 13 semistructured interviews were conducted at Queen's University Belfast. Results: Findings suggest that online learning under such circumstances increased students' level of stress due to a number of perceived factors. Our findings also reveal the journey of student adjustment to online learning, reflecting the flexibility of blended learning as a long-term pedagogical strategy in universities, necessary for University's survival. Conclusion: As demonstrated in this study, after the initial difficulties of moving to online learning which had negative impacts on students learning and well-being, students subsequently adjusted to the online learning environment documenting students' adaptability to a new learning environment and highlighting student resilience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01