Student Perceptions of Academic Functioning During the COVID-19 Pandemic in Germany DOI Creative Commons
Pauline A. Hendriksen, Anna Helin Koyun, Johan Garssen

et al.

COVID, Journal Year: 2024, Volume and Issue: 4(11), P. 1764 - 1775

Published: Nov. 7, 2024

Background: The COVID-19 pandemic posed unprecedented challenges to higher education in Germany, necessitating a rapid transition remote learning. This study evaluates the impact of on academic functioning among German university students. Methods: An online survey was conducted with 207 students aged 18 35. Results: Significantly poorer evident during pandemic, particularly output and role satisfaction. Younger (18 24 years) experienced greater decrease contact teachers lower compared older (25 35 years). These findings suggest that younger may struggle more learning due self-regulation time management. Additionally, pandemic-induced disruptions blurred boundaries between work personal life, increasing stress adversely affecting performance. No significant differences were found based sex or living situation. Conclusion: Academic significantly pandemic. finding highlights need for targeted support strategies mitigate negative effects students’ performance well-being. Further research is recommended explore long-term implications outcomes student

Language: Английский

Student Perceptions of Academic Functioning During the COVID-19 Pandemic in Germany DOI Creative Commons
Pauline A. Hendriksen, Anna Helin Koyun, Johan Garssen

et al.

COVID, Journal Year: 2024, Volume and Issue: 4(11), P. 1764 - 1775

Published: Nov. 7, 2024

Background: The COVID-19 pandemic posed unprecedented challenges to higher education in Germany, necessitating a rapid transition remote learning. This study evaluates the impact of on academic functioning among German university students. Methods: An online survey was conducted with 207 students aged 18 35. Results: Significantly poorer evident during pandemic, particularly output and role satisfaction. Younger (18 24 years) experienced greater decrease contact teachers lower compared older (25 35 years). These findings suggest that younger may struggle more learning due self-regulation time management. Additionally, pandemic-induced disruptions blurred boundaries between work personal life, increasing stress adversely affecting performance. No significant differences were found based sex or living situation. Conclusion: Academic significantly pandemic. finding highlights need for targeted support strategies mitigate negative effects students’ performance well-being. Further research is recommended explore long-term implications outcomes student

Language: Английский

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