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Factors Affecting Undergraduates’ Academic Performance during COVID-19: Fear, Stress and Teacher-Parents’ Support

Author

Listed:
  • Nor Aishah Abdullah

    (Department of Science and Technology Studies, Faculty of Science, Universiti Malaya, Kuala Lumpur 50603, Malaysia)

  • Nurulaini Abu Shamsi

    (Department of Science and Technology Studies, Faculty of Science, Universiti Malaya, Kuala Lumpur 50603, Malaysia)

  • Hashem Salarzadeh Jenatabadi

    (Department of Science and Technology Studies, Faculty of Science, Universiti Malaya, Kuala Lumpur 50603, Malaysia)

  • Boon-Kwee Ng

    (Department of Science and Technology Studies, Faculty of Science, Universiti Malaya, Kuala Lumpur 50603, Malaysia)

  • Khairul Anam Che Mentri

    (Department of Science and Technology Studies, Faculty of Science, Universiti Malaya, Kuala Lumpur 50603, Malaysia)

Abstract

The emergency transition from physical to online learning during COVID-19 has affected university students in various aspects, especially their academic performance. It can be caused by many factors, such as individual, environmental and social factors. Therefore, this study aims to determine the impact of fear, stress, well-being, teacher and parents’ support (independent variables) on undergraduates’ academic performance (dependent variable) during the COVID-19 pandemic. A structured online questionnaire has been developed and administered to 400 undergraduates. A structural equation model that integrated all variables under investigation was built and statistically validated using AMOS. The results demonstrated that well-being, teacher emotional support and teacher academic support have the highest significant impact on the respondents’ academic performance. It can be concluded that teachers’ support is the most substantial influence in ensuring student learning sustainability during the COVID-19 pandemic.

Suggested Citation

  • Nor Aishah Abdullah & Nurulaini Abu Shamsi & Hashem Salarzadeh Jenatabadi & Boon-Kwee Ng & Khairul Anam Che Mentri, 2022. "Factors Affecting Undergraduates’ Academic Performance during COVID-19: Fear, Stress and Teacher-Parents’ Support," Sustainability, MDPI, vol. 14(13), pages 1-12, June.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:13:p:7694-:d:846483
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    References listed on IDEAS

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    1. Noman, Mohammad & Kaur, Amrita & Nafees, Nida, 2021. "Covid-19 fallout: Interplay between stressors and support on academic functioning of Malaysian university students," Children and Youth Services Review, Elsevier, vol. 125(C).
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    4. Arturo Realyvásquez-Vargas & Aidé Aracely Maldonado-Macías & Karina Cecilia Arredondo-Soto & Yolanda Baez-Lopez & Teresa Carrillo-Gutiérrez & Guadalupe Hernández-Escobedo, 2020. "The Impact of Environmental Factors on Academic Performance of University Students Taking Online Classes during the COVID-19 Pandemic in Mexico," Sustainability, MDPI, vol. 12(21), pages 1-22, November.
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    Cited by:

    1. Xin Jian & Tommy Tanu Wijaya & Qingchun Yu, 2022. "Key Factors Affecting Mathematics Teachers’ Well-Being and Stress Levels: An Extended Engagement Theory," IJERPH, MDPI, vol. 20(1), pages 1-20, December.
    2. Tommy Tanu Wijaya & Boran Yu & Fei Xu & Zhiqiang Yuan & Mailizar Mailizar, 2023. "Analysis of Factors Affecting Academic Performance of Mathematics Education Doctoral Students: A Structural Equation Modeling Approach," IJERPH, MDPI, vol. 20(5), pages 1-23, March.
    3. Rimsha Asad & Saud Altaf & Shafiq Ahmad & Adamali Shah Noor Mohamed & Shamsul Huda & Sofia Iqbal, 2023. "Achieving Personalized Precision Education Using the Catboost Model during the COVID-19 Lockdown Period in Pakistan," Sustainability, MDPI, vol. 15(3), pages 1-22, February.
    4. Yi Liu & Zhigang Li, 2023. "International Research Review and Teaching Improvement Measures of College Students’ Learning Psychology under the Background of COVID-19," Sustainability, MDPI, vol. 15(9), pages 1-15, May.

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