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Effects of Learning Attitudes and COVID-19 Risk Perception on Poor Academic Performance among Middle School Students

Author

Listed:
  • Jaewon Lee

    (Department of SocialWelfare, Inha University, Incheon 22212, Korea)

  • Hyejung Lim

    (School of Education, Korea University, Seoul 02841, Korea)

  • Jennifer Allen

    (School of Social Work, Michigan State University, East Lansing, MI 48823, USA)

  • Gyuhyun Choi

    (Integrative Arts Therapy, Dongduk Women’s University, Seoul 02748, Korea)

Abstract

The purpose of this study is to examine the effects of middle school students’ learning attitudes and risk perception toward COVID-19 on their poor academic performance since the COVID-19 pandemic began. This study limited the sample to middle school students who responded that their academic performance was an A or B grade during the last academic year in 2019. For this study, 268 respondents were selected and logistic regression was employed. Self-motivated studying time and positive attitudes toward online learning predicted consistent academic performance since the COVID-19 pandemic began. Middle school students’ preference toward an in-person classroom format was related to poor academic performance since the COVID-19 pandemic began. A risk perception toward COVID-19 was related to poor academic performance since the COVID-19 pandemic began. It is imperative to provide educational programs which help students develop self-motivated studying habits to maintain their academic performance during COVID-19. Policymakers in schools should consider providing in-person options for students who are more academically successful in such an environment.

Suggested Citation

  • Jaewon Lee & Hyejung Lim & Jennifer Allen & Gyuhyun Choi, 2021. "Effects of Learning Attitudes and COVID-19 Risk Perception on Poor Academic Performance among Middle School Students," Sustainability, MDPI, vol. 13(10), pages 1-10, May.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:10:p:5541-:d:555512
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    References listed on IDEAS

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    1. Engzell, Per & Frey, Arun & Verhagen, Mark D., 2020. "Learning Inequality During the Covid-19 Pandemic," SocArXiv ve4z7, Center for Open Science.
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    3. Arie Kapteyn & Peter Kooreman & Rob Willemse, 1988. "Some Methodological Issues in the Implementation of Subjective Poverty Definitions," Journal of Human Resources, University of Wisconsin Press, vol. 23(2), pages 222-242.
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    Cited by:

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    2. Carolina Gonzálvez & Mariola Giménez-Miralles & María Vicent & Ricardo Sanmartín & María José Quiles & José Manuel García-Fernández, 2021. "School Refusal Behaviour Profiles and Academic Self-Attributions in Language and Literature," Sustainability, MDPI, vol. 13(13), pages 1-12, July.

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