COVID-19 Disruptions: Evaluating the Early Impacts of Campus Closure on Academic Self-Efficacy and Motivation

Autor/inn/en	Wolniak, Gregory C.; Burman, Sarah C.
Titel	COVID-19 Disruptions: Evaluating the Early Impacts of Campus Closure on Academic Self-Efficacy and Motivation
Quelle	In: Journal of College Student Development, 63 (2022) 4, S.455-460 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	COVID-19; Pandemics; School Closing; College Students; Self Efficacy; Student Motivation; College Environment; Student School Relationship + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Collegestudent; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Hochschulumwelt; Schüler-Lehrer-Beziehung
Abstract	During the Spring 2020 semester, college campuses across the US closed to most in-person activities as the COVID-19 pandemic began, forcing students to complete the remainder of their semesters online and away from campus. These changes disrupted students' opportunities to engage in the social aspects of the college experience and potentially influenced their academic sense of self. This research brief focuses attention on two psychosocial measures to understand the early impacts of the campus closures, both of which are conceptually tied to perceptions of the academic self: academic self-efficacy and academic motivation. Prior evidence suggests that the mechanism by which campus closures may influence students' psychosocial development may stem, in part, from disruptions to the social context. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01