Abstract
The present study aims to explore the links among academic support, academic self-efficacy, and academic satisfaction and the moderator roles of coronavirus disease 2019 (COVID-19) diagnosis and COVID-19 stress in a sample of Turkish university students (N = 397). The results show that the direct effect of academic support on academic self-efficacy was moderated by whether or not one has been diagnosed with COVID-19, but not by the indirect effect on academic satisfaction. Additionally, the results show that COVID-19 stress moderates the direct effect of academic self-efficacy on academic satisfaction and the indirect effect of academic support on academic satisfaction. The implications are discussed.
Résumé
La présente étude vise à explorer les liens entre le soutien académique, l'auto-efficacité académique et la satisfaction académique, ainsi que les rôles modérateurs du diagnostic de la maladie à coronavirus 2019 (COVID-19) et du stress lié à la COVID-19 dans un échantillon d'étudiants universitaires turcs (N= 397). Les résultats montrent que l'effet direct du soutien académique sur l'auto-efficacité académique est modéré par le fait d'avoir ou non été diagnostiqué avec le COVID-19, mais pas par l'effet indirect sur la satisfaction académique. En outre, les résultats montrent que le stress lié à la COVID-19 modère l'effet direct de l'auto-efficacité académique sur la satisfaction académique et l'effet indirect du soutien académique sur la satisfaction académique. Les implications sont discutées.
Zusammenfassung
Ziel dieser Studie ist es, die Zusammenhänge zwischen akademischer Unterstützung, akademischer Selbstwirksamkeit und akademischer Zufriedenheit sowie die moderierende Rolle der Diagnose der Coronavirus-Erkrankung 2019 (COVID-19) und des COVID- 19-Stresses in einer Stichprobe türkischer Universitätsstudenten (N=397) zu untersuchen. Die Ergebnisse zeigen, dass der direkte Effekt der akademischen Unterstützung auf die akademische Selbstwirksamkeit durch die Diagnose COVID-19 moderiert wird, nicht aber der indirekte Effekt auf die akademische Zufriedenheit. Darüber hinaus zeigen die Ergebnisse, dass COVID-19 Stress den direkten Effekt der akademischen Selbstwirksamkeit auf die akademische Zufriedenheit und den indirekten Effekt der akademischen Unterstützung auf die akademische Zufriedenheit moderiert. Die Implikationen werden diskutiert.
Resumen
El presente estudio tiene como objetivo explorar los vínculos entre el apoyo académico, la autoeficacia académica y la satisfacción académica y el papel moderador del diagnóstico de la enfermedad por coronavirus 2019 (COVID-19) y el estrés por COVID-19 en una muestra de estudiantes universitarios turcos (N= 397). Los resultados muestran que el efecto directo del apoyo académico sobre la autoeficacia académica fue moderado por el hecho de haber sido diagnosticado o no con COVID-19, pero no por el efecto indirecto sobre la satisfacción académica. Además, los resultados muestran que el estrés por COVID-19 modera el efecto directo de la autoeficacia académica sobre la satisfacción académica y el efecto indirecto del apoyo académico sobre la satisfacción académica. Se discuten las implicaciones.
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Data is available upon request from the corresponding author.
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Çarkıt, E. The roles of COVID-19 diagnosis and COVID-19 stress on the links among academic support, academic self-efficacy, and academic satisfaction: Boundary conditions. Int J Educ Vocat Guidance (2024). https://doi.org/10.1007/s10775-024-09649-8
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DOI: https://doi.org/10.1007/s10775-024-09649-8