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COVID-19 Disruptions: Evaluating the Early Impacts of Campus Closure on Academic Self-Efficacy and Motivation

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Bibliographic Details
Title: COVID-19 Disruptions: Evaluating the Early Impacts of Campus Closure on Academic Self-Efficacy and Motivation
Language: English
Authors: Wolniak, Gregory C., Burman, Sarah C.
Source: Journal of College Student Development. Jul-Aug 2022 63(4):455-460.
Availability: Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: https://www.press.jhu.edu/journals/list
Peer Reviewed: Y
Page Count: 6
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: COVID-19, Pandemics, School Closing, College Students, Self Efficacy, Student Motivation, College Environment, Student School Relationship
DOI: 10.1353/csd.2022.0038
ISSN: 0897-5264
1543-3382
Abstract: During the Spring 2020 semester, college campuses across the US closed to most in-person activities as the COVID-19 pandemic began, forcing students to complete the remainder of their semesters online and away from campus. These changes disrupted students' opportunities to engage in the social aspects of the college experience and potentially influenced their academic sense of self. This research brief focuses attention on two psychosocial measures to understand the early impacts of the campus closures, both of which are conceptually tied to perceptions of the academic self: academic self-efficacy and academic motivation. Prior evidence suggests that the mechanism by which campus closures may influence students' psychosocial development may stem, in part, from disruptions to the social context.
Abstractor: ERIC
Entry Date: 2023
Accession Number: EJ1366892
Database: ERIC
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  Data: COVID-19 Disruptions: Evaluating the Early Impacts of Campus Closure on Academic Self-Efficacy and Motivation
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+College+Student+Development%22"><i>Journal of College Student Development</i></searchLink>. Jul-Aug 2022 63(4):455-460.
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  Data: Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: https://www.press.jhu.edu/journals/list
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  Data: 10.1353/csd.2022.0038
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  Data: During the Spring 2020 semester, college campuses across the US closed to most in-person activities as the COVID-19 pandemic began, forcing students to complete the remainder of their semesters online and away from campus. These changes disrupted students' opportunities to engage in the social aspects of the college experience and potentially influenced their academic sense of self. This research brief focuses attention on two psychosocial measures to understand the early impacts of the campus closures, both of which are conceptually tied to perceptions of the academic self: academic self-efficacy and academic motivation. Prior evidence suggests that the mechanism by which campus closures may influence students' psychosocial development may stem, in part, from disruptions to the social context.
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      – SubjectFull: School Closing
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      – SubjectFull: College Students
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