Generalized Self-Efficacy Shields on the Negative Effect of Academic Anxiety on Academic Self-Efficacy During COVID-19 Over Time: A Mixed-Method Study
Journal of School and Educational Psychology,
Vol. 2 No. 1 (2022),
10 April 2022
,
Page 44-59
https://doi.org/10.47602/josep.v2i1.17
Abstract
This two-wave longitudinal study demonstrates the important role of generalized self-efficacy in enhancing online education for Pakistan’s university students during COVID-19. Four hundred and two students participated in the study at both Time 1 and Time 2. Generalized self-efficacy and academic anxiety based on online classes was assessed at Time 1, whereas academic self-efficacy at Time 2. Results indicated that moderate and high levels of generalized self-efficacy shield the negative effects of higher levels of academic anxiety on academic self-efficacy over time. Results suggest that generalized self-efficacy—as a positive resistance resource factor—may gradually coalesce into academic self-efficacy (domain-specific self-efficacy), which at first may be underdeveloped in students in the face of academic anxiety emanating from their online classes during COVID-19 (the novel challenging situation). Further, students’ coded responses revealed ten major sources of academic anxiety emanating from their online classes including internet connectivity issues, increased academic demands, lack of active engagement in online classes, inability to understand difficult topics, and ambiguous internal assessment criteria. Findings suggest implementing interventions for students focusing on instilling internal resources embodied in generalized self-efficacy, conducting active and engaging online classes based on emotionalized learning experiences, and increasing the overall efficacy of teaching and learning during the pandemic through the implementation of a meaningful blended learning approach—based on an online learning mode and an offline personal and collaborative learning mode.
- COVID-19
- academic anxiety based on online classes
- generalized self-efficacy
- academic self-efficacy
- Pakistan’s university students
How to Cite
References
Abbasi, S., Ayoob, T., Malik, A., & Memon, S. I. (2020). Perceptions of students regarding E-learning during COVID-19 at a private medical college. Pakistan Journal of Medical Sciences, 36(COVID19-S4), COVID19-S57-S61. https://doi.org/10.12669/pjms.36.COVID19-S4.2766
Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011. https://doi.org/10.1016/j.ijedro.2020.100011
Ajmal, M., & Ahmad, S. (2019). Exploration of anxiety factors among students of distance learning: A case study of Allama Iqbal Open University. Bulletin of Education and Research, 41(2), 67-78.
Alegre, A. (2014). Academic self-efficacy, self-regulated learning and academic performance in first-year university students. Propósitos y Representaciones, 2(1), 79-120. http://dx.doi.org/10.20511/pyr2014.v2n1.54
Alivernini, F., & Lucidi, F. (2011). Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: A longitudinal study. The Journal of Educational Research, 104(4), 241–252. https://doi.org/10.1080/00220671003728062
Ansong, D., Eisensmith, S. R., Masa, R. D., & Chowa, G. A. (2016). Academic self‐efficacy among junior high school students in Ghana: Evaluating factor structure and measurement invariance across gender. Psychology in the Schools. https://doi.org/10.1002/pits.21975
Arslan, G., Yıldırım, M., & Aytaç, M. (2022). Subjective vitality and loneliness explain how coronavirus anxiety increases rumination among college students. Death Studies, 46(5), 1042-1051.
Arslan, G., Yıldırım, M., & Zangeneh, M. (2021). Coronavirus anxiety and psychological adjustment in college students: Exploring the role of college belongingness and social media addiction. International Journal of Mental Health and Addiction. https://doi.org/10.1007/s11469-020-00460-4.
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technology, 2, 113-115. https://doi.org/10.1002/hbe2.191
Baticulon, R. E., Rose Alberto, N. I., Beatriz Baron, M. C., Earl Mabulay, R. C., Gabriel Rizada, L. T., Jenkin Sy, J., Tiu, C. J. S., Clarion, C. A., & Reyes, J. C. B. (2020). Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines. MedRxiv, 1–19. https://doi.org/10.1101/2020.07.16.20155747
Beck, A. T., & Bredemeier, K. (2016). A unified model of depression: integrating clinical, cognitive, biological, and evolutionary perspectives. Clinical Psychological Science, 4, 596–619. https://doi.org/10.1177/2167702616628523
Byrne, M., Flood, B., & Griffin, J. (2014). Measuring the academic self-efficacy of first-year Accounting students. Accounting Education: An International Journal, 23(5), 407-423. https://doi.org/10.1080/09639284.2014.931240
Cassady, J. C. (2010). Anxiety in Schools: The causes, consequences and solutions for academic anxieties. Peter Lang.
Cassady, J. C., Pierson, E. E., & Starling, J. M. (2019). Predicting student depression with measures of general and academic anxieties. Frontiers in Education, 4(11). https://doi.org/10.3389/feduc.2019.00011
Chemers, M., Hu, L., & Gracia, B. (2001) Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55– 64. https://doi.org/10.1037/0022-0663.93.1.55
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37–46. https://doi.org/10.1177/ 001316446002000104.
Dullas, A. R. (2018). The development of academic self-efficacy scale for Filipino junior high school students. Frontiers in Education, 3(19). https://doi.org /10.3389/feduc.2018.00019
Egle, C. (2007). A guide to facilitating adult learning. Rural Health Education Foundation.
Elhadary, T., Elhaty, I. A., Mohamed, A. A., & M., A. (2020). Evaluation of academic performance of science and social science students in Turkish Universities during COVID-19 Crisis. Journal of Critical Reviews, 7(11), 1740–1751. https://doi.org/10.31838/jcr.07.11.280
Endler, N. S., Speer, R. L., Johnson, J. M., & Flett, G. L. (2001). General self-efficacy and control in relation to anxiety and cognitive performance. Current Psychology, 20(1), 36–52. https://doi.org/10.1007/s12144-001-1002-7
Field, A. (2009). Discovering Statistics using SPSS. Sage publications.
Fredrickson, B. L. (2013). Positive emotions broaden and build. Advances in Experimental Social Psychology, 47, 1–53. https://doi.org/10.1016/B978-0-12-407236-7.00001-2
Friedman, J. (2020, May 4). Tackle challenges of online classes due to COVID-19. https://www.usnews.com/education/best-colleges/articles/how-to-overcome-challenges-of-online-classes-due-to-coronavirus.
Green, Z. A. (2019a). Multiple intelligences mediate generalized self-efficacy and academic achievement. Baltic Journal of Psychology, 20(1, 2), 34-51. https://doi.org/10.22364/bjp.20.01-02.
Green, Z. A. (2019b). Emotionalized learning experiences: Inspiring students in Pakistan to reinvent themselves to nurture social competence. Journal of College Student Development, 60(3), 337–360. https://doi.org/10.1353/csd.2019.0030.
Green, Z. A. (2020a). The mediating effect of well-being between generalized self-efficacy and vocational identity development. International Journal for Educational and Vocational Guidance, 20(2), 215-241. https://doi.org/10.1007/s10775-019-09401-7.
Green, Z. A. (2020b). Well-being calendar 2021—Researchgate presentation. https://doi.org/10.13140/RG.2.2.30334.82247.
Green, Z. A. (2021a). Strengthening career adaptation among school teachers in Pakistan: Test of strengths-based career intervention imparted through emotionalized learning experiences. International Journal for Educational and Vocational Guidance. https://doi.org/10.1007/s10775-021-09502-2
Green, Z. A. (2021b). Fostering the X-Factor in Pakistan’s university students. Current Psychology, 40, 3073-3102. https://doi.org/10.1007/s12144-019-00237-6
Green, Z. A. (2021c). Art-of-living calendar 2022—Researchgate presentation. https://doi.org/10.13140/RG.2.2.30194.84160
Green, Z. A. (2021d). Discover a new you presentation 1 – Become a better version of yourself. https://doi.org/10.13140/RG.2.2.25866.59843
Green, Z. A. (2022). Character strengths intervention for nurturing well‐being among Pakistan's university students: A mixed‐method study. Applied Psychology: Health and Well-being, 14(1), 252-277. https://doi.org/10.1111/aphw.12301
Green, Z. A., & Batool, S. (2017). Emotionalized learning experiences: Tapping into the affective domain. Evaluation and Program Planning, 62, 35-48. https://doi.org/10.1016/j.evalprogplan.2017.02.004.
Green, Z. A., & Batool, S. (2018). Bolstering male and female teachers’ self-efficacy through a wellness intervention. Baltic Journal of Psychology, 19(1, 2), 46-69. https://doi.org/10.22364/bjp.19.01-02.
Green, Z. A., Faizi, F., Jalal, R., & Zadran, Z. (2021a). Emotional support received moderates academic stress and mental well-being in a sample of Afghan university students amid COVID-19. International Journal of Social Psychiatry. https://doi.org/10.1177/00207640211057729
Green, Z. A., Malik, H., & Ahmed, F. (2015a). Discover a new you workshop 1: Enhancing personal insight—Participants’ resource. Islamabad, Pakistan: Preston University. https://doi.org/10.13140/RG.2.2.26080.92162.
Green, Z. A., Malik, H., & Maqbool, M. S. (2015b). Discover a new you workshop 2: Cultivating happiness through a positive outlook on life—Participants’ resource. Islamabad, Pakistan: Preston University. https://doi.org/10.13140/RG.2.2.23721.62562.
Green, Z. A., Munawwar, S., Noor, U., & Himayat, L. (2015c). Discover a new you workshop 4: Unlocking the winner within—Participants’ resource. Islamabad, Pakistan: Preston University. https://doi.org/10.13140/RG.2.2.26548.68485.
Green, Z. A., Noor, U., & Ahmed, F. (2015d). Discover a new you workshop 3: Building inner strength and fortitude—Participants’ resource. Islamabad, Pakistan: Preston University. https://doi.org/10.13140/RG.2.2.12261.83689.
Green, Z. A., Noor, U., & Ahmed, F. (2020a). The body-mind-spirit dimensions of wellness mediate dispositional gratitude and life satisfaction. Journal of Happiness Studies, 21(4), 3095–3119. https://doi.org/10.1007/s10902-019-00215-6.
Green, Z. A., Noor, U., & Hashemi, M. N. (2020b). Furthering proactivity and career adaptability among university students: Test of intervention. Journal of Career Assessment, 28(3), 402-424. https://doi.org/10.1177/1069072719870739.
Green, Z. A., Noor, U., Ahmed, F., & Himayat, L. (2021b). Validation of the Fear of COVID-19 Scale in a sample of Pakistan’s university students and future directions. Psychological Reports. https://doi.org/10.1177/00332941211016754
Gore, P., Leuwerke, W., & Turley, S. (2006). A psychometric study of the College Self-efficacy Inventory. Journal of College Student Retention, 7(3), 227– 244. https://doi.org/10.2190/5CQF-F3P4-2QAC-GNVJ
Hashemi, A. (2021). Effects of COVID-19 on the academic performance of Afghan students and their level of satisfaction with online teaching. Cogent Arts and Humanities, 8, 1933684. https://doi.org/10.1080/23311983.2021.1933684
Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, N. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: A structural equation model. BMC Medical Education, 20, 76. https://doi.org/10.1186/s12909-020-01995-9
Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Press.
Hodges, C. B. (2008). Self-efficacy in the context of online learning environments: A review of the literature and directions for research. Performance Improvement Quarterly, 20(3-4), 7–25. https://doi.org/10.1002/piq.20001.
Holmquist, C. L., & Gable, R. K. (2016). The relationship between academic self-efficacy in adult remedial education: A replication study. K-12 Education. 28. https://scholarsarchive.jwu.edu/k12_ed/28
Hu, J., Ye, B., Yildirim, M., & Yang, Q. (2022). Perceived stress and life satisfaction during COVID-19 pandemic: the mediating role of social adaptation and the moderating role of emotional resilience. Psychology, Health & Medicine, 1-7. https://doi.org/10.1080/13548506.2022.2038385
Jain, A. (2012). Effect of academic anxiety and intelligence on the academic achievement of the elementary level. Asian Journal of Multidimensional Research, 1 (4) 90-95.
Jerusalem, M., & Schwarzer, R. (1992). Self-efficacy as a resource factor in stress appraisal processes. In R. Schwarzer (Ed.), Self-efficacy: Thought control of action (pp. 195–213). Hemisphere.
Lent, R. W. (2005). A social cognitive view of career development and counseling. In S. D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (pp. 101-127). John Wiley & Sons Inc.
Liaw, S.-S., & Huang, H.-M. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors of self-regulation in e-learning environments. Computers & Education, 60(1), 14–24. https://doi.org/10.1016/j.compedu.2012.07.015
Lightsey, O. R., Burke, M., Ervin, A., Henderson, D., & Yee, C. (2006). Generalized self-efficacy, self-esteem, and negative affect. Canadian Journal of Behavioural Science/Revue Canadienne Des Sciences Du Comportement, 38, 72–80. https://doi.org/10.1037/h0087272.
Mohalik, R., & Sahoo, S. (2020). E-Readiness and perception of student teachers’ towards online learning in the midst of COVID-19 Pandemic. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3666914
Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy. https://doi.org/10.1080/13523260.2020.1761749.
Ormrod, J. E. (2006). Educational psychology: Developing learners (5th ed.). Pearson/Merrill Prentice Hall.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578. https://doi.org/10.2307/1170653
Pajares, F., & Schunk, D. H. (2002). Self and self-belief in psychology and education: A historical perspective. In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (p. 3–21). Academic Press. https://doi.org/10.1016/B978-012064455-1/50004-X
Phan, H. (2010). Students’ academic performance and various cognitive processes of learning: an integrative framework and empirical analysis. Educational Psychology, 30(3), 297– 322. https://doi.org/10.1080/01443410903573297
Realyvásquez-Vargas, A., Maldonado-Macías, A. A., Arredondo-Soto, K. C., Baez-Lopez, Y., CarrilloGutiérrez, T., & Hernández-Escobedo, G. (2020). The impact of environmental factors on academic performance of university students taking online classes during the COVID-19 pandemic in Mexico. Sustainability (Switzerland), 12(21), 1–22. https://doi.org/10.3390/su12219194
Rehman, U., Yıldırım, M., & Shahnawaz, M. G. (2022). A longitudinal study of depression, anxiety, and stress among Indians during COVID-19 pandemic. Psychology, Health & Medicine, 1-9. https://doi.org/10.1080/13548506.2021.2023751
Saadé, R. G., Kira, D., Mak, T., & Nebebe, F. (2017). Anxiety and Performance in Online Learning. Proceedings of the Informing Science and Information Technology Education Conference, Vietnam, pp. 147-157. Informing Science Institute.
Sansgiry, S. S., Monali, B., & Kavita, S. (2006). Effect of students perceptions of course load on test anxiety. American Journal of Pharmaceutical Education, 70(2), 1-9.
Schwarzer, R. (1992). Self-efficacy in the adoption and maintenance of health behaviors: Theoretical approaches and a new model. In R. Schwarzer (Ed.), Self-efficacy: Thought control of action (p. 217–243). Hemisphere Publishing Corp.
Schwarzer, R., Boehmer, S., Luszczynska, A., Mohamed, N. E., & Knoll, N. (2005). Dispositional self-efficacy as a personal resource factor in coping after surgery. Personality and Individual Differences, 39, 807–818. https://doi.org/10.1016/j.paid.2004.12.016.
Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J. Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35-37). NFER-NELSON.
Shakir, M. (2014). Academic anxiety as a correlate of academic achievement. Journal of Education and Practice, 5(10), 29-36.
Skinner, E. A., Chapman, M., & Baltes, P. B. (1988). Control, means-ends, and agency beliefs: A new conceptualization and its measurement during childhood. Journal of Personality and Social Psychology, 54, 117–133. https://doi.org/10.1037/0022-3514.54.1.117.
Vitasari, P., Wahab, M. N. A., Othman, A., Herawan, T., & Sinnadurai, S. K. (2010). The relationship between study anxiety and academic performance among engineering students. Procedia - Social and Behavioral Sciences, 8, 490–497. https://doi.org/10.1016/j.sbspro.2010.12.067
Yıldırım, M. (2020). Confidence in Social Interactions Among Turkish Adults Living in the United Kingdom. Muhakeme Dergisi, 3(2), 92-102.
Yıldırım, M. (2021). Irrational happiness beliefs and subjective well-being of undergraduate students: A longitudinal study. Journal of Positive School Psychology, 5(1), 65-72.
Yıldırım, M., & Özaslan, A. (2022). Love of Life Scale: Psychometric Analysis of a Turkish Adaptation and Exploration of Its Relationship with Well-Being and Personality. GMJ, 33, 158-162.
Yıldırım, M., & Tanrıverdi, F. Ç. (2021). Social support, resilience and subjective well-being in college students. Journal of Positive School Psychology, 5(2), 127-135.
- Abstract Viewed: 2583 times
- PDF Downloaded: 1480 times