Encourage students to adjust cognition, behavior, and emotion during lockdown learning, and to recognize their own adaptability¶

Strategy · All strategies
Evidence · 3 claims (2 for, 1 mixed) · 1 study (1 associational), q3 · 1 of 1 report an effect size · 3 claims rest on one study

Description¶

The authors offer preliminary, cross-sectional-grounded practical directions focused on adaptability and self-efficacy, the factors with the largest effect sizes. Educators might encourage students to adjust cognition (reframing new online tasks), behavior (seeking new online resources or asking for assistance), and emotion (minimizing negative feelings), and to recognize when they successfully regulate in the face of disruption to boost self-perceived adaptability.

Design Implications¶

Context¶

Requirements¶

• Pending longitudinal empirical validation; the authors state guidance is preliminary because the data were cross-sectional

Constraints¶

• The authors emphasize causal claims require cross-lag longitudinal or experimental designs

Target Learners¶

• university students in COVID-related lockdown or online learning

Target Learning Goals¶

• adaptability in response to disruption
• academic self-efficacy

Affordances¶

• Jd R Ad R Model Academic Adaptation

Claims¶

• Perceived adaptability significantly and positively predicted self-efficacy and all three engagement dimensions [+W]
• Self-efficacy significantly predicted engagement and inversely predicted disengagement, and mediated adaptability's links to outcomes [+W]
• Lockdown was significantly associated with higher disengagement (β = 0.12) but not with self-efficacy among university students [~W]

Related Strategies¶

• Scaffolding Self-Regulation

Examples¶

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Key Sources¶

• Martin Andrew J., Ginns Paul, Collie Rebecca J. (2023). University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2022.101712