ORCID Profile
0000-0002-0229-874X
Current Organisation
University of Tübingen
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Publisher: Wiley
Date: 31-03-2021
DOI: 10.1002/JCOP.22561
Abstract: Due to the COVID‐19 pandemic, universities were forced to adopt a remote learning model, which introduced a number of stressors into college students' everyday life and study habits. The current study investigates if students' study‐related stress increased after the pandemic's onset and how in idual and contextual factors moderate this potential stress increase. Longitudinal survey data about students' stress levels and self‐efficacy in self‐regulation were collected before and after the onset of the COVID‐19 pandemic at a public university ( N = 274). Regression analysis results show an overall increase in study‐related stress levels after the onset of the pandemic. Students with self‐efficacy in self‐regulation reported lower stress increases students with higher mental health impairment and limited time for coursework reported larger stress increases. To address students' stress levels and strengthen coping resources, universities should consider providing students with resources to improve their self‐regulation and time‐management skills.
Publisher: Leykam Buchverlag
Date: 2022
Publisher: Springer Science and Business Media LLC
Date: 19-07-2022
DOI: 10.1007/S11031-022-09957-Y
Abstract: In college, students often encounter situations in which they struggle to meet their academic goals in difficult courses. We integrate the Motivational Theory of Life-Span Development and Situated Expectancy-Value Theory to investigate how motivational beliefs and experiences in a difficult course predict the use of goal engagement oriented and goal adjustment oriented control strategies that can help students stay engaged in challenging courses. We used survey data collected in two academic quarters at a public university in the U.S. ( N = 231). Students who perceived their midterm exam as more difficult than expected and students with higher course-specific subjective task values reported using more goal engagement oriented and goal adjustment oriented control strategies. Students with higher course-specific ability beliefs were less likely to use goal adjustment strategies. Results further showed that students planned to use control strategies depending on their experienced setbacks or success in exams. Findings provide important insights into how motivational orientations and course experiences relate to adaptive and goal-oriented behavior in college courses.
Publisher: Springer Science and Business Media LLC
Date: 09-2023
Location: Germany
No related grants have been discovered for Luise von Keyserlingk.