University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement |
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Affiliation: | 1. University of New South Wales, Australia;2. University of Sydney, Australia |
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Abstract: | This study drew on Job Demands-Resources theory and data from 500 Australian university students to investigate the role of COVID-related lockdown, perceived adaptability, and fluid reasoning in students' self-efficacy—and the role of these factors in students' engagement and disengagement. Lockdown was associated with higher disengagement; perceived adaptability was associated with higher self-efficacy; and both perceived adaptability and fluid reasoning were significantly and positively associated with engagement. Self-efficacy significantly mediated the relationship between perceived adaptability and engagement and disengagement, while moderation tests revealed that fluid reasoning yielded a significant positive role for the self-efficacy of students in lockdown. These findings shed light on factors during COVID-19 that are implicated in students’ academic development and provide direction for psycho-educational interventions. |
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Keywords: | Adaptability Fluid reasoning Job demands-resources COVID-19 Motivation Engagement |
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