Lina Sofía Valenzuela, Yeny E. Rodríguez, H. A. Táquez, Jose Roberto Concha, Ana M. Ayala, Laura Romero-García
This paper analyzed the relationship between emergent teaching strategies and the challenges professors at Universidad Icesi (Cali, Colombia) faced when transitioning to Emergency Remote Teaching (ERT) during the COVID-19 pandemic. A survey with open-ended questions was used to conduct a content analysis, followed by a correspondence analysis. The main findings were that most professors described submitting information and interaction as the most common teaching strategies. The challenges were primarily emotional and technical in nature. There were differences in discipline, gender, and age. Furthermore, there was no alignment between the challenges and the proposed strategies. Finally, this research has significant implications for future teacher training programs that emphasize faculty diversity. Received: 16 February 2022Accepted: 24 July 2023
{"title":"Emerging strategies and challenges faced by professors during Emergency Remote Teaching (ERT) at a Colombian university","authors":"Lina Sofía Valenzuela, Yeny E. Rodríguez, H. A. Táquez, Jose Roberto Concha, Ana M. Ayala, Laura Romero-García","doi":"10.18543/tjhe.2358","DOIUrl":"https://doi.org/10.18543/tjhe.2358","url":null,"abstract":"This paper analyzed the relationship between emergent teaching strategies and the challenges professors at Universidad Icesi (Cali, Colombia) faced when transitioning to Emergency Remote Teaching (ERT) during the COVID-19 pandemic. A survey with open-ended questions was used to conduct a content analysis, followed by a correspondence analysis. The main findings were that most professors described submitting information and interaction as the most common teaching strategies. The challenges were primarily emotional and technical in nature. There were differences in discipline, gender, and age. Furthermore, there was no alignment between the challenges and the proposed strategies. Finally, this research has significant implications for future teacher training programs that emphasize faculty diversity. Received: 16 February 2022Accepted: 24 July 2023","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":"33 11","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139197059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When the first issue of the Tuning Journal for Higher Education was published in November 2013, the Tuning initiative had become of global significance, running projects in all continents. These all focussed on curriculum reform backed up by an internationally defined approach based on the paradigm of outcome based, that is, student-centred and active learning, in addition to agreed reference points. Around the same time, the Tuning aims and objectives were extended. This reset followed societal and technical developments. More emphasis was put on social inclusions, the involvement of students, identifying relevant topics, and to the development of practical tools. Also, more attention has been given to staff development responding to the notion that the modernisation of the higher education sector as well as the reform of degree programmes proved to be rather slow and a bit disappointing. To boost the process, Tuning – very recently - developed general Qualifications Reference Frameworks for all learning cycles as well as a Guideline to use these for Quality Assurance. For five disciplinary fields it also developed transnational diagnostic tests as a means to identify shortcomings in degree programmes, pushing for change. As a result, Tuning has reinvented itself to stay highly relevant for the years to come.
{"title":"Tuning in Higher Education: Ten years on","authors":"Julia María González Ferreras, R. Wagenaar","doi":"10.18543/tjhe.2879","DOIUrl":"https://doi.org/10.18543/tjhe.2879","url":null,"abstract":"When the first issue of the Tuning Journal for Higher Education was published in November 2013, the Tuning initiative had become of global significance, running projects in all continents. These all focussed on curriculum reform backed up by an internationally defined approach based on the paradigm of outcome based, that is, student-centred and active learning, in addition to agreed reference points. Around the same time, the Tuning aims and objectives were extended. This reset followed societal and technical developments. More emphasis was put on social inclusions, the involvement of students, identifying relevant topics, and to the development of practical tools. Also, more attention has been given to staff development responding to the notion that the modernisation of the higher education sector as well as the reform of degree programmes proved to be rather slow and a bit disappointing. To boost the process, Tuning – very recently - developed general Qualifications Reference Frameworks for all learning cycles as well as a Guideline to use these for Quality Assurance. For five disciplinary fields it also developed transnational diagnostic tests as a means to identify shortcomings in degree programmes, pushing for change. As a result, Tuning has reinvented itself to stay highly relevant for the years to come.","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":"409 3","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139204201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic has impacted the higher education sector significantly. It forced the stakeholders to do new things and brought many innovations to educational activities. As the pandemic hit the shores of many countries, among other things and sectors, education activities were disrupted. Many, not well-advanced universities in terms of technology and learning management systems (LMS) embarked on a forced recess, using the period to put online education platforms in place. The advanced universities immediately migrated contact teaching and learning to online platforms. This paper aimed to investigate the immediate effects that the pandemic has on South Africa’s higher education systems in terms of how both lecturers and students were made to use new technologies/tools, how the tools enhanced teaching and learning, how assessments transformed due to the pandemic, and if some of the interventions employed during the pandemic will find usefulness when the pandemic has finally retreated. In this study, universities that are offering engineering degrees in South Africa are used as a case study, and data were obtained from both engineering students and engineering lecturers at these universities through qualitative (survey with open-ended questions) together with quantitative (surveys with closed-ended questions) research methods. The study shows that higher education activities cannot go back to the way they were before the pandemic. The study brings to light that some old techniques will be combined with some innovations employed during the pandemic to ensure effectiveness and greater throughputs in the higher education systems going forward. Received: 2 December 2021Accepted: 1 August 2023
{"title":"Immediate and long-term impact of the COVID-19 pandemic on South African higher education","authors":"O. Oyerinde, Ada Mukanya Dienga","doi":"10.18543/tjhe.2277","DOIUrl":"https://doi.org/10.18543/tjhe.2277","url":null,"abstract":"The COVID-19 pandemic has impacted the higher education sector significantly. It forced the stakeholders to do new things and brought many innovations to educational activities. As the pandemic hit the shores of many countries, among other things and sectors, education activities were disrupted. Many, not well-advanced universities in terms of technology and learning management systems (LMS) embarked on a forced recess, using the period to put online education platforms in place. The advanced universities immediately migrated contact teaching and learning to online platforms. This paper aimed to investigate the immediate effects that the pandemic has on South Africa’s higher education systems in terms of how both lecturers and students were made to use new technologies/tools, how the tools enhanced teaching and learning, how assessments transformed due to the pandemic, and if some of the interventions employed during the pandemic will find usefulness when the pandemic has finally retreated. In this study, universities that are offering engineering degrees in South Africa are used as a case study, and data were obtained from both engineering students and engineering lecturers at these universities through qualitative (survey with open-ended questions) together with quantitative (surveys with closed-ended questions) research methods. The study shows that higher education activities cannot go back to the way they were before the pandemic. The study brings to light that some old techniques will be combined with some innovations employed during the pandemic to ensure effectiveness and greater throughputs in the higher education systems going forward. Received: 2 December 2021Accepted: 1 August 2023","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":"35 11","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139205119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Both authors express their gratefulness to the whole Tuning Academy and to the many colleagues who cooperated to their editorial experience. Moreover, revisiting that period, they present some new remarks and reflection on that “incredible 5-years journey”. Anna’s contribution focusses on three big added values, that – according to her editorial experience – TJHE offered (and offers) to the higher education community worldwide. Indeed, TJHE offers – in the first place – a platform of individual and collective reflection on the themes emerging in the international scenario; in the second place, it offers an inclusive international approach, the variety of countries represented by authors being very large; finally, it offers a reference database, since it collects a variety of scholarly experience, from more structured projects and reforms to local teaching innovation and scholarship of teaching and learning. In Lupo’s contribution, the focus is “a meditation on competences”, those which are the heart of the Tuning community. The contribution starts from a description of the different competences and roles, which occur in a well-structured editorial process (whose achievement was the aim of those 5 years). Such an example – in its particular context – shows the complementarity and the circularity of competences, qualities which are present even in more general contexts of human life. Moreover, this example leads to a deeper understanding of the splendour and magnificence, that the competences may generate.
{"title":"Editing the Journal during transition","authors":"Luigi F. Donà dalle Rose, Anna Serbati","doi":"10.18543/tjhe.2877","DOIUrl":"https://doi.org/10.18543/tjhe.2877","url":null,"abstract":"Both authors express their gratefulness to the whole Tuning Academy and to the many colleagues who cooperated to their editorial experience. Moreover, revisiting that period, they present some new remarks and reflection on that “incredible 5-years journey”. Anna’s contribution focusses on three big added values, that – according to her editorial experience – TJHE offered (and offers) to the higher education community worldwide. Indeed, TJHE offers – in the first place – a platform of individual and collective reflection on the themes emerging in the international scenario; in the second place, it offers an inclusive international approach, the variety of countries represented by authors being very large; finally, it offers a reference database, since it collects a variety of scholarly experience, from more structured projects and reforms to local teaching innovation and scholarship of teaching and learning. In Lupo’s contribution, the focus is “a meditation on competences”, those which are the heart of the Tuning community. The contribution starts from a description of the different competences and roles, which occur in a well-structured editorial process (whose achievement was the aim of those 5 years). Such an example – in its particular context – shows the complementarity and the circularity of competences, qualities which are present even in more general contexts of human life. Moreover, this example leads to a deeper understanding of the splendour and magnificence, that the competences may generate.","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":"152 11","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139205322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Katerina Dvorakova, Jaroslav Emmer, Renata Janktová, Kateřina Klementová
The shift of instruction imposed on higher education institutions by the pandemic-related restrictions bolstered the interest in students’ online class participation. This study investigates university students’ engagement in remote foreign language classes during the COVID-19 lockdown. While engagement is a multi-faceted construct, we only aim to explore its behavioural dimension. The authors felt compelled to acknowledge and comprehend their students’ behaviour in contingency online learning (COL). Through a qualitatively oriented exploratory case study, we sought to answer two research questions related to the extent the use of technical equipment and remote physical environment influenced students’ engagement. The study was conducted with students enrolled in regular, in-person Bachelor’s or Master’s degree courses to qualify as teachers of English at primary or lower-secondary schools. The results indicate that the use of technology did not prove to be a significant obstacle to online learning engagement. Concerning the remote physical environment, the learning process was compromised most significantly by the intimate character of the home-working space. We believe that our findings will help educators to rationalise their expectations and formulate best practice recommendations. Received: 7 January 2022Accepted: 16 January 2023
{"title":"The influence of remote learning environment and use of technology on university students’ behavioural engagement in contingency online learning","authors":"Katerina Dvorakova, Jaroslav Emmer, Renata Janktová, Kateřina Klementová","doi":"10.18543/tjhe.2327","DOIUrl":"https://doi.org/10.18543/tjhe.2327","url":null,"abstract":"The shift of instruction imposed on higher education institutions by the pandemic-related restrictions bolstered the interest in students’ online class participation. This study investigates university students’ engagement in remote foreign language classes during the COVID-19 lockdown. While engagement is a multi-faceted construct, we only aim to explore its behavioural dimension. The authors felt compelled to acknowledge and comprehend their students’ behaviour in contingency online learning (COL). Through a qualitatively oriented exploratory case study, we sought to answer two research questions related to the extent the use of technical equipment and remote physical environment influenced students’ engagement. The study was conducted with students enrolled in regular, in-person Bachelor’s or Master’s degree courses to qualify as teachers of English at primary or lower-secondary schools. The results indicate that the use of technology did not prove to be a significant obstacle to online learning engagement. Concerning the remote physical environment, the learning process was compromised most significantly by the intimate character of the home-working space. We believe that our findings will help educators to rationalise their expectations and formulate best practice recommendations. \u0000Received: 7 January 2022Accepted: 16 January 2023","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45512662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nikola Šabíková, Kamila Valentová, Radomír Masaryk, Aleš Neusar, L. Sokolová
Students whose parents did not study at a university (first-generation students) exhibit differences in how they decide whether and what to study, compared to students whose parents attended university. In our study, we looked for possible similarities and differences between these two groups of students. The participants were Slovak students aged from 18 to 22 (N = 357). The data were collected using an online questionnaire. The results showed that it was significantly more important for second-generation students, whose parents had university degree experience, to continue the family tradition when deciding to study than for first-generation students. The results also revealed that the internet is the most important source of information for students when choosing the subject of their studies. At present, higher education institutions strongly compete for students and, consequently, we recommend that universities pay attention to different target groups of students and develop intervention programs aimed at retaining them. It is equally important that universities keep up with the times and provide relevant information on their websites in today’s digital world. Received: 8 March 2022 Accepted: 16 April 2023
{"title":"Exploring the impact of generational differences on university study decisions in Slovakia","authors":"Nikola Šabíková, Kamila Valentová, Radomír Masaryk, Aleš Neusar, L. Sokolová","doi":"10.18543/tjhe.2380","DOIUrl":"https://doi.org/10.18543/tjhe.2380","url":null,"abstract":"Students whose parents did not study at a university (first-generation students) exhibit differences in how they decide whether and what to study, compared to students whose parents attended university. In our study, we looked for possible similarities and differences between these two groups of students. The participants were Slovak students aged from 18 to 22 (N = 357). The data were collected using an online questionnaire. The results showed that it was significantly more important for second-generation students, whose parents had university degree experience, to continue the family tradition when deciding to study than for first-generation students. The results also revealed that the internet is the most important source of information for students when choosing the subject of their studies. At present, higher education institutions strongly compete for students and, consequently, we recommend that universities pay attention to different target groups of students and develop intervention programs aimed at retaining them. It is equally important that universities keep up with the times and provide relevant information on their websites in today’s digital world. \u0000Received: 8 March 2022 Accepted: 16 April 2023","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46554270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study aimed to assess faculty satisfaction on the delivery of tourism and hospitality management programs in the flexible learning mode at the onset of the COVID-19 pandemic. It employed a purposive sampling design where 85 Tourism and Hospitality Management (THM) faculty members, across 27 Higher Education Institutions (HEIs) in the Central Luzon, Philippines, participated. While findings indicate that the faculty members are generally satisfied with the conduct of flexible learning in their institutions, they generally agree on items relating to having higher workloads, longer preparation time for a course, lack of human interaction by not seeing students face-to-face, lower participation of students, technical and connectivity problems, and the need to employ creativity and resourcefulness in the development of learning aids. As the better normal ushers in, flexible learning will still be implemented with the addition of limited face-to-face delivery. As such, faculty members play a vital role in the success of program delivery. That is, when they are satisfied with their conditions, students perform better which leads to better learning and outcome. Effective institutional support services are thus key to ensuring quality flexible learning environments. For continuous improvement, recommended actions should constantly be reviewed, modified, and enhanced to respond to uncertainties and the changing times. HEIs need to recalibrate their curriculum grounded on a deeper understanding of flexible learning to address these challenges; capacitate the faculty with innovations available to enhance student engagement; upgrade infrastructure designed to provide timely feedback and to ease out connectivity issues; and lastly, review policies on faculty workload and number of preparations to consider longer preparation time. Received: 29 December 2021Accepted: 8 March 2023
{"title":"Tourism and hospitality management faculty satisfaction towards flexible learning: A cross-sectional survey from higher educational institutions in Central Luzon, Philippines","authors":"John Paul P. Miranda, Maria Anna D. Cruz","doi":"10.18543/tjhe.2319","DOIUrl":"https://doi.org/10.18543/tjhe.2319","url":null,"abstract":"The present study aimed to assess faculty satisfaction on the delivery of tourism and hospitality management programs in the flexible learning mode at the onset of the COVID-19 pandemic. It employed a purposive sampling design where 85 Tourism and Hospitality Management (THM) faculty members, across 27 Higher Education Institutions (HEIs) in the Central Luzon, Philippines, participated. While findings indicate that the faculty members are generally satisfied with the conduct of flexible learning in their institutions, they generally agree on items relating to having higher workloads, longer preparation time for a course, lack of human interaction by not seeing students face-to-face, lower participation of students, technical and connectivity problems, and the need to employ creativity and resourcefulness in the development of learning aids. As the better normal ushers in, flexible learning will still be implemented with the addition of limited face-to-face delivery. As such, faculty members play a vital role in the success of program delivery. That is, when they are satisfied with their conditions, students perform better which leads to better learning and outcome. Effective institutional support services are thus key to ensuring quality flexible learning environments. For continuous improvement, recommended actions should constantly be reviewed, modified, and enhanced to respond to uncertainties and the changing times. HEIs need to recalibrate their curriculum grounded on a deeper understanding of flexible learning to address these challenges; capacitate the faculty with innovations available to enhance student engagement; upgrade infrastructure designed to provide timely feedback and to ease out connectivity issues; and lastly, review policies on faculty workload and number of preparations to consider longer preparation time. \u0000Received: 29 December 2021Accepted: 8 March 2023","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44299194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Félix Díaz-Pompa, Nadia Vianney Hernández-Carreón, Idevis Lores-Leyva, Olga Lidia Ortiz-Pérez
The comprehensive training of future professionals is a fundamental objective of Higher Education. In this sense, cooperative learning, while contributing to learning, also favors the development of social competences that promote the social cohesion of the group or class. The objective of this research is to compare two class groups of Bachelor’s degree courses in Tourism from universities in Cuba and Mexico, taking into account the social cohesion achieved from the cooperative learning experience. The Social Network Analysis method is used to obtain those indicators that show the social cohesion achieved by these class groups subject to cooperative learning practices. The results show that the Cuban class group exhibits better results with respect to Mexico. On the other hand, some elements that should continue to be worked on from this experience for the development of social competencies and to achieve greater social cohesion are evidenced. Received: 8 April 2022Accepted: 16 April 2023
{"title":"Cooperative learning and social cohesion: Study in the 4th year classes of tourism degree of Cuba and Mexico","authors":"Félix Díaz-Pompa, Nadia Vianney Hernández-Carreón, Idevis Lores-Leyva, Olga Lidia Ortiz-Pérez","doi":"10.18543/tjhe.2417","DOIUrl":"https://doi.org/10.18543/tjhe.2417","url":null,"abstract":"The comprehensive training of future professionals is a fundamental objective of Higher Education. In this sense, cooperative learning, while contributing to learning, also favors the development of social competences that promote the social cohesion of the group or class. The objective of this research is to compare two class groups of Bachelor’s degree courses in Tourism from universities in Cuba and Mexico, taking into account the social cohesion achieved from the cooperative learning experience. The Social Network Analysis method is used to obtain those indicators that show the social cohesion achieved by these class groups subject to cooperative learning practices. The results show that the Cuban class group exhibits better results with respect to Mexico. On the other hand, some elements that should continue to be worked on from this experience for the development of social competencies and to achieve greater social cohesion are evidenced. \u0000Received: 8 April 2022Accepted: 16 April 2023","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47038294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fabian Pels, Alina Schäfer-Pels, Birte von Haaren-Mack
Appropriate instruments are required for professionals in the field of educational psychology to measure students’ strategies to cope with stress. As the results of previous studies are inconsistent, the purpose of the present manuscript was to examine the factor structure of the situational version of the Brief COPE as an economic and flexible coping measure to be used in the domain of university education and health psychology. In a sample of 508 university students, three factor structures were compared across two contexts of university education. Results show that a hierarchical two-level factor structure fits the data best, with relatively stable coping dimensions at superordinate levels and a variety of specific strategies and acts at subordinate levels. The findings support the applicability of the situational version of the Brief COPE in research and non-clinical practice. Received: 11 November 2021Accepted: 16 January 2023
{"title":"Measuring students’ coping with the Brief COPE: An investigation testing different factor structures across two contexts of university education","authors":"Fabian Pels, Alina Schäfer-Pels, Birte von Haaren-Mack","doi":"10.18543/tjhe.2251","DOIUrl":"https://doi.org/10.18543/tjhe.2251","url":null,"abstract":"Appropriate instruments are required for professionals in the field of educational psychology to measure students’ strategies to cope with stress. As the results of previous studies are inconsistent, the purpose of the present manuscript was to examine the factor structure of the situational version of the Brief COPE as an economic and flexible coping measure to be used in the domain of university education and health psychology. In a sample of 508 university students, three factor structures were compared across two contexts of university education. Results show that a hierarchical two-level factor structure fits the data best, with relatively stable coping dimensions at superordinate levels and a variety of specific strategies and acts at subordinate levels. The findings support the applicability of the situational version of the Brief COPE in research and non-clinical practice. \u0000Received: 11 November 2021Accepted: 16 January 2023","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47464846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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