Academic performance under COVID-19: The role of online learning readiness and emotional competence

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dc.contributor.authorWang, Yurou
dc.contributor.authorXia, Mengya
dc.contributor.authorGuo, Wenjing
dc.contributor.authorXu, Fangjie
dc.contributor.authorZhao, Yadan
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.contributor.otherBeijing Normal University
dc.date.accessioned2023-09-28T21:00:36Z
dc.date.available2023-09-28T21:00:36Z
dc.date.issued2022
dc.description.abstractThe COVID-19 pandemic caused school closures and social isolation, which created both learning and emotional challenges for adolescents. Schools worked hard to move classes online, but less attention was paid to whether students were cognitively and emotionally ready to learn effectively in a virtual environment. This study focused on online learning readiness and emotional competence as key constructs to investigate their implications for students' academic performance during the COVID-19 period. Two groups of students participated in this study, with 1,316 high school students (Mean age = 16.32, SD = 0.63) representing adolescents and 668 college students (Mean age = 20.20, SD = 1.43) representing young adults. Structural equation modeling was conducted to explore the associations among online learning readiness, emotional competence, and online academic performance during COVID-19 after controlling for pre-COVID-19 academic performance. The results showed that, for high school students, both online learning readiness and emotional competence were positively associated with online academic performance during COVID-19. However, for college students, only online learning readiness showed a significant positive relationship with online academic performance during COVID-19. These results demonstrated that being ready to study online and having high emotional competence could make adolescents more resilient toward COVID-19-related challenges and help them learn more effectively online. This study also highlighted different patterns of associations among cognitive factors, emotional factors, and online academic performance during COVID-19 in adolescence and young adulthood. Developmental implications were also discussed.en_US
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.citationWang, Y., Xia, M., Guo, W., Xu, F., & Zhao, Y. (2022). Academic performance under COVID-19: The role of online learning readiness and emotional competence. In Current Psychology. Springer Science and Business Media LLC. https://doi.org/10.1007/s12144-022-02699-7
dc.identifier.doi10.1007/s12144-022-02699-7
dc.identifier.orcidhttps://orcid.org/0000-0001-6413-353X
dc.identifier.orcidhttps://orcid.org/0000-0002-2176-2069
dc.identifier.urihttps://ir.ua.edu/handle/123456789/11966
dc.languageEnglish
dc.language.isoen_US
dc.publisherSpringer
dc.subjectonline learning readiness
dc.subjectemotional competence
dc.subjectonline academic performance
dc.subjectadolescent
dc.subjectyoung adult
dc.subjectSELF-EFFICACY
dc.subjectSOCIAL COMPETENCE
dc.subjectFIT INDEXES
dc.subjectHIGH-SCHOOL
dc.subjectADOLESCENCE
dc.subjectMOTIVATION
dc.subjectMODEL
dc.subjectACHIEVEMENT
dc.subjectCOMPUTER
dc.subjectSTUDENTS
dc.subjectPsychology, Multidisciplinary
dc.titleAcademic performance under COVID-19: The role of online learning readiness and emotional competenceen_US
dc.typeArticle
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