{"title":"FOSTERING STUDENTS’ ADAPTABILITY THROUGH SELF-EFFICACY: A CASE STUDY OF UNDERGRADUATE UNIVERSITY STUDENTS","authors":"Arkadiusz Pietluch","doi":"10.7862/rz.2023.hss.08","DOIUrl":null,"url":null,"abstract":"The present study was initiated to verify whether a curriculum enhanced with efficacy-building techniques might foster students’ adaptation to an online study environment during the COVID-19 pandemic. Inductive thematic analysis was applied to analyze interview data obtained from 32 sophomores pursuing a degree in English as a Foreign Language. Three main themes were identified: students voiced their concerns regarding the lack of online literacy, symptoms of cognitive overload, and the absence of meaningful relationships. The planned intervention partially facilitated the students’ transition process: growing efficacy among the sample was linked to more proper attribution, less negative affect, and the development of individual and shared regulation mechanisms.","PeriodicalId":13234,"journal":{"name":"Humanities and social sciences","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Humanities and social sciences","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7862/rz.2023.hss.08","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
The present study was initiated to verify whether a curriculum enhanced with efficacy-building techniques might foster students’ adaptation to an online study environment during the COVID-19 pandemic. Inductive thematic analysis was applied to analyze interview data obtained from 32 sophomores pursuing a degree in English as a Foreign Language. Three main themes were identified: students voiced their concerns regarding the lack of online literacy, symptoms of cognitive overload, and the absence of meaningful relationships. The planned intervention partially facilitated the students’ transition process: growing efficacy among the sample was linked to more proper attribution, less negative affect, and the development of individual and shared regulation mechanisms.
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