Students’ adaptability in mathematics: Examining self-reports and teachers’ reports and links with engagement and achievement outcomes

Psychological adaptation level optimization to attain the goal of sustainable education

The article aimed to study the psychological adaptability of university students. Along with that, the influence of sports activities on enhancing the psychology of students is also examined. The study also analyzes the impact of music on the psychoogy of students. A two-factor model is used for analyzing the level of college students' mental health. In this study, data was collected from 555 first-year undergraduate university students through an online questionnaire survey. Levels of both positive and negative psychological factors among students are examined. The findings indicate that students who participate in sports appear to have higher levels of positive psychological characteristics than students who do not exhibit any interest in participating in sports. Additionally, students that participate in sports have lower levels of negative psychological effects than nonparticipants. As a result, the study concluded that sports and other physical activities have a positive effect on the psychology of university students. The advantages of physical activities and sports in enhancing the mental and emotional health of students are highlighted in this study. To improve students' psychology and attain better academic results, educational institutions should provide students with various opportunities for sports.

Adaptability and emotional, behavioural and cognitive aspects of self-regulated learning: Direct and indirect relations with academic achievement and life satisfaction

BACKGROUND

Adaptability regulates individuals' cognitive, behavioural and emotional responses to new, unexpected and uncertain situations, but to date no study has analysed whether adaptability contemporarily favours cognitive, behavioural and emotional aspects of learning.

AIMS

This study aims to address this gap by examining (i) the direct relations between adaptability and achievement emotions, self-regulated learning strategies and academic self-efficacy and (ii) the direct and indirect relations between adaptability and academic achievement and life satisfaction through and over the other study-related factors.

SAMPLE

A total of 1083 students (415 males, M_age  = 13.37, SD_age  = 1.97, age range = 10-18) in grades 6-12 participated to the study.

METHOD

Questionnaires were used to measure students' adaptability, positive and negative achievement emotions, self-regulated learning strategies, academic self-efficacy and life satisfaction. Schools provided grades obtained by each student at the end of the academic year.

RESULTS

A path analysis based on 1083 students (10-18 years old) confirmed that adaptability directly relates to the three study-related factors considered and to life satisfaction and indirectly relates to academic achievement and life satisfaction-through the mediation of the other variables.

CONCLUSIONS

The results, discussed in accordance with the self-regulated learning theory, enlarge the nomological framework of adaptability and highlight its importance for emotional, behavioural and cognitive aspects of self-regulated learning.

Adaptability favors positive academic responses and posttraumatic growth under COVID-19: a longitudinal study with adolescents

The COVID-19 pandemic prompted an abrupt adoption of online learning worldwide challenging students’ scholastic engagement and their ability to self-regulate their learning. Under these unexpected conditions, adaptability (one’s capacity to adjust thoughts, behaviors, and emotions in new and uncertain situations) might have sustained students to maintain high engagement and find new learning solutions. Students with high adaptability might also interpret COVID-19-related novelty as an opportunity and show higher posttraumatic growth levels. A longitudinal path analysis showed that in a sample of 435 Italian students (11–18 years old), adaptability at Time 1 positively related to engagement, self-regulated learning, and posttraumatic growth at the end of the school year, indirectly favoring academic achievement, through the mediation of engagement and self-regulated learning. These findings highlight the unique role that adaptability could play in supporting students in unexpected and stressful situations. Fostering students’ adaptability could therefore have beneficial effects on their personal growth and academic success.

Disentangling motivation and engagement: Exploring the role of effort in promoting greater conceptual and methodological clarity

Conflation over motivation and engagement has historically impeded research and practice. One reason for this is because definition and measurement have often been too general or diffuse-especially in the case of engagement. Recently conceptual advances aimed at disentangling facets of engagement and motivation have highlighted a need for better psychometric precision-particularly in the case of engagement. To the extent that engagement is inadequately assessed, motivation research involving engagement continues to be hampered. The present study investigates multidimensional effort (a specific facet of engagement) and how it relates to motivation. In particular, we examine the associations between specific positive and negative motivation factors and dimensions of effort, thereby shedding further insight into how different types of motivation interplay with different types of engagement. Drawing on data from a sample of 946 Australian high school students in 59 mathematics classrooms at five schools, this study hypothesized a tripartite model of academic effort in terms of operative, cognitive, and social-emotional dimensions. A novel nine-item self-report Effort Scale measuring each of the three factors was developed and tested for internal and external validity-including its relationship with multidimensional motivation. Multilevel confirmatory factor analyses were conducted to test the factor structure and validity of multidimensional effort. Additionally, doubly-latent multilevel structural equation models were conducted to explore the hypothesized motivation → engagement (effort) process, and the role of student- and classroom-level background attributes as predictors of both motivation and effort. Results supported the hypothesized model of tripartite effort and its distinctiveness from motivation, and showed that key dimensions of motivation predicted effort at student- and classroom-levels. This study provides implications and suggestions for future motivation research and theorizing by (1) establishing evidence for the validity of a novel engagement framework (multidimensional effort), and (2) supporting future measurement and practice in academic engagement juxtaposed with multidimensional motivation-critical for better understanding engagement, and motivation itself.

Student adaptability, emotions, and achievement: Navigating new academic terrains in a global crisis

The COVID-19 pandemic forced students to abruptly shift from traditional and familiar, to largely improvised distance learning formats. This study examined whether individual differences in students' capacity to adjust to situational uncertainty and novelty (i.e., adaptability) explained differences in their achievement-related emotions and learning outcomes in the digital learning context. We assessed 89 university students' trait-level adaptability at the beginning of the 2020 spring semester, mid-semester achievement emotions (joy, hope, anxiety, hopelessness), and end-of-semester perceived learning and knowledge test scores. Controlling for prior digital learning experience, structural equation modeling revealed adaptability to be positively related to hope, and negatively related to anxiety and hopelessness. Anxiety was also negatively related to end-of-semester test scores, and indirectly linked adaptability and test scores. Hopelessness indirectly linked adaptability and perceived learning. Overall, the findings contribute to understanding and supporting students' emotional well-being and learning amidst changing academic circumstances.

Adaptability Promotes Student Engagement Under COVID-19: The Multiple Mediating Effects of Academic Emotion

In response to the COVID-19 pandemic, millions of students in China followed an emergency policy called "Suspending Classes without Stopping Learning" to continue their study online as schools across the country were closed. The present study examines how students adapted to learning online in these unprecedented circumstances. We aimed to explore the relationship between adaptability, academic emotion, and student engagement during COVID-19. 1,119 university students from 20 provinces participated in this longitudinal study (2 time points with a 2-week interval). The results showed that adaptability (the ability to respond to changes) and student engagement are significantly positively correlated with positive academic emotion and negatively correlated with negative academic emotion. Furthermore, adaptability not only directly predicts student engagement, but also affects student engagement through the chain mediation of positive academic emotion and negative academic emotion. The results contribute to the gap in knowledge regarding changes in students' learning in response to the outbreak. This study further explains the internal mechanisms mediating the relationship between adaptability and student engagement. It may provide references for educational researchers and universities in dampening the negative effects of COVID-19 on students' learning by improving their adaptability and developing positive academic emotions.

Observing the World Through Your Own Lenses - The Role of Perceived Adaptability for Epistemological Beliefs About the Development of Scientific Knowledge

Students are exposed to vast amounts of information and knowledge that is rapidly changing. This exposure requires them to be adaptive, that is, to constantly adjust their thinking, behavior, and even their affect to successfully solve information-rich and knowledge-lean problems. Considering these developments, the purpose of the present study is twofold: First, it is aimed at exploring the link between students’ beliefs about their adaptability in an ever-changing world and their beliefs about the changing nature of scientific knowledge, thus linking two educationally relevant belief systems. Second, this study further explores validity issues related to the well-established and commonly used “Epistemological Beliefs about the Development of Scientific Knowledge (EBDE)” scale. Performing structural equation modeling on a large-scale data set of 1,662 Norwegian tenth-grade students, we estimated the correlations among different aspects of adaptability (i.e., cognitive-behavioral and affective-emotional adaptability) and EBDE. Moving beyond these correlations, we tested whether students’ perceived adaptability had an impact on the functioning of EBDE items by means of moderated factor analysis. Our analyses revealed that adaptability was associated with sophisticated EBDE in science, and the EB scale functioned differently with respect to different adaptability scores. The results of this study indicate that students perceive the development of scientific knowledge through the lenses of their own adaptability. Furthermore, the differential functioning of the EBDE scale challenges its validity.