UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

Understanding effects of COVID‐19 on undergraduate academic stress, motivation and coping over time

Fridkin, Lisa; Bover Fonts, Neus; Quy, Katie; Zwiener‐Collins, Nadine; (2023) Understanding effects of COVID‐19 on undergraduate academic stress, motivation and coping over time. Higher Education Quarterly 10.1111/hequ.12425. (In press). Green open access

[thumbnail of Understanding effects of COVID 19 on undergraduate academic stress.pdf]
Preview
Text
Understanding effects of COVID 19 on undergraduate academic stress.pdf - Published Version

Download (750kB) | Preview

Abstract

The rapid and unprecedented shift from face-to-face instruction to remote online learning as a consequence of the COVID-19 pandemic had a substantial impact on teaching and learning in Higher Education: students had to adapt to a new way of learning, away from typical campus settings and their peers, and to new forms of assessments. This study examined academic stress, learning strategies, motivation and ways of coping from a sample of 177 unique students from a large London university, collecting primary data via survey at three time points during the academic year 2020/21 when teaching was remote and online only. Our findings show how patterns in academic stress, learning strategies, motivation and coping vary over the course of the academic year giving novel insight into how student learning and adaptation to the situation changed over time. We also report on differences in these patterns according to year group and for those students who are the first-in-family to attend university and those who are not. Based on these findings we identify priority areas where higher education institutions should support undergraduate students and provide evidence that some groups of students may need more and targeted support to secure their ongoing learning and well-being.

Type: Article
Title: Understanding effects of COVID‐19 on undergraduate academic stress, motivation and coping over time
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/hequ.12425
Publisher version: https://doi.org/10.1111/hequ.12425
Language: English
Additional information: © 2023 The Authors. Higher Education Quarterly published by John Wiley & Sons Ltd. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
Keywords: COVID-19, higher education, learning, well-being
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/10165511
Downloads since deposit
190Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item