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The Lack of Academic Social Interactions and Students’ Learning Difficulties during COVID-19 Faculty Lockdowns in Croatia: The Mediating Role of the Perceived Sense of Life Disruption Caused by the Pandemic and the Adjustment to Online Studying

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  • Tea Pavin Ivanec

    (Faculty of Teacher Education, University of Zagreb, Savska cesta 77, 10000 Zagreb, Croatia)

Abstract

The emergence of the COVID-19 pandemic caused significant disruptions and changes to the educational process worldwide, and higher education institutions rapidly shifted from onsite to online education. This study aimed to explore the association between a perceived lack of academic social interactions in the online learning environment and learning and self-regulation difficulties experienced during online studying. More specifically, the mediating role of students’ senses of life disruption caused by the pandemic and their general adjustment to online studying in the previously described association was explored. A total number of 464 university students from Croatia took part in an online questionnaire. The results revealed that students who perceive a greater lack of academic social interactions also report more learning and self-regulation difficulties during online studying. Further, the perceived lack of academic social interactions affects students’ perceptions of life disruption caused by the pandemic and adjustment to online studying. Both of these mediators, in turn, affect the level of experienced learning and self-regulation difficulties. The obtained results can be helpful for introducing certain measures that could support students’ learning and reduce the possibility of adverse effects of the pandemic.

Suggested Citation

  • Tea Pavin Ivanec, 2022. "The Lack of Academic Social Interactions and Students’ Learning Difficulties during COVID-19 Faculty Lockdowns in Croatia: The Mediating Role of the Perceived Sense of Life Disruption Caused by the Pa," Social Sciences, MDPI, vol. 11(2), pages 1-11, January.
    • Handle: RePEc:gam:jscscx:v:11:y:2022:i:2:p:42-:d:734358
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    Citations

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    Cited by:

    1. Anna Urbanek & Anna Losa & Monika Wieczorek-Kosmala & Karel Hlaváček & Aleš Lokaj, 2023. "Did the Quality of Digital Communication Skills in Education Improve after the Pandemic? Evidence from HEIs," Sustainability, MDPI, vol. 15(15), pages 1-22, August.
    2. Sangeeta Lal & Rahul Mourya, 2022. "For CS Educators, by CS Educators: An Exploratory Analysis of Issues and Recommendations for Online Teaching in Computer Science," Societies, MDPI, vol. 12(4), pages 1-17, August.
    3. Dler O. Hasan & Aso M. Aladdin & Azad Arif Hama Amin & Tarik A. Rashid & Yossra H. Ali & Mahmood Al-Bahri & Jafar Majidpour & Ioan Batrancea & Ema Speranta Masca, 2023. "Perspectives on the Impact of E-Learning Pre- and Post-COVID-19 Pandemic—The Case of the Kurdistan Region of Iraq," Sustainability, MDPI, vol. 15(5), pages 1-18, March.
    4. Mateusz Marciniak & Sylwia Jaskulska & Slaven Gasparovic & Brigita Janiūnaitė & Jolita Horbačauskienė & Renata Glavak Tkalić, 2022. "The Psychological Well-Being and Civic Engagement of Polish, Croatian and Lithuanian Academic Students during COVID-19 Outbreak," IJERPH, MDPI, vol. 19(18), pages 1-17, September.
    5. Nurul Zahirah Abd Rahim & Nurun Najwa Bahari & Nur Syaza Mohd Azzimi & Zamira Hasanah Zamzuri & Hafizah Bahaludin & Nurul Farahain Mohammad & Fatimah Abdul Razak, 2023. "Comparing Friends and Peer Tutors Amidst COVID-19 Using Social Network Analysis," Mathematics, MDPI, vol. 11(4), pages 1-17, February.
    6. Xuerong Liu & Zheng Gong & Kuan Miao & Peiyi Yang & Hongli Liu & Zhengzhi Feng & Zhiyi Chen, 2022. "Attitude and Performance for Online Learning during COVID-19 Pandemic: A Meta-Analytic Evidence," IJERPH, MDPI, vol. 19(19), pages 1-14, October.

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