TY - JOUR
T1 - Students’ Emotions and Engagement in the Emerging Hybrid Learning Environment during the COVID-19 Pandemic
AU - Acosta-Gonzaga, Elizabeth
AU - Ruiz-Ledesma, Elena Fabiola
N1 - Publisher Copyright:
© 2022 by the authors.
PY - 2022/8
Y1 - 2022/8
N2 - Due to the COVID-19 pandemic, classes in schools acquired a hybrid learning model. Students took their classes both in person and, at other times, remotely. However, students are currently facing situations that they are not familiar with after a period of two years of confinement due to the COVID-19 pandemic. This emerging model of learning, to which the students had to adapt, not only impacted on their emotions during learning but also influenced their perceptions of their abilities and skills in being able to perform adequately in a situation of uncertainty, which also influenced the degree of academic engagement that they had. This study applied the structural equation modeling technique, using PLS-SEM software, to a sample of 194 students. The results show that their self-efficacy to act in a situation of vulnerability was affected, which is why their negative emotions increased and their positive emotions decreased. This in turn influenced the degree of engagement and effort they invested in developing a school activity.
AB - Due to the COVID-19 pandemic, classes in schools acquired a hybrid learning model. Students took their classes both in person and, at other times, remotely. However, students are currently facing situations that they are not familiar with after a period of two years of confinement due to the COVID-19 pandemic. This emerging model of learning, to which the students had to adapt, not only impacted on their emotions during learning but also influenced their perceptions of their abilities and skills in being able to perform adequately in a situation of uncertainty, which also influenced the degree of academic engagement that they had. This study applied the structural equation modeling technique, using PLS-SEM software, to a sample of 194 students. The results show that their self-efficacy to act in a situation of vulnerability was affected, which is why their negative emotions increased and their positive emotions decreased. This in turn influenced the degree of engagement and effort they invested in developing a school activity.
KW - COVID-19 pandemic
KW - academic engagement
KW - emotions
KW - higher education
KW - hybrid learning
KW - self-efficacy
UR - http://www.scopus.com/inward/record.url?scp=85137748050&partnerID=8YFLogxK
U2 - 10.3390/su141610236
DO - 10.3390/su141610236
M3 - Artículo
AN - SCOPUS:85137748050
SN - 2071-1050
VL - 14
JO - Sustainability (Switzerland)
JF - Sustainability (Switzerland)
IS - 16
M1 - 10236
ER -