Relationships of optimal online learning with academic aptitude, effort, and context mediated by academic adjustment
Academic adjustment can be an important factor in accepting the new online education environment and succeeding in this situation. The target population for this study comprised all students enrolled at universities in Ahvaz City, (Iran) during the 2022–2023 academic year. In this descriptive-correl...
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| Veröffentlicht in: | Current psychology (New Brunswick, N.J.) N.J.), 2024-09, Vol.43 (34), p.27582-27589 |
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| container_issue | 34 |
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| container_title | Current psychology (New Brunswick, N.J.) |
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| creator | Nezhadasadi, Maryam Safarzadeh, Sahar |
| description | Academic adjustment can be an important factor in accepting the new online education environment and succeeding in this situation. The target population for this study comprised all students enrolled at universities in Ahvaz City, (Iran) during the 2022–2023 academic year. In this descriptive-correlational study, the purposive sampling method was employed to select 300 university students and asked them to answer the Academic Self-Efficacy Questionnaire (ASEQ), Online Education Questionnaire (OEQ), and Academic Adjustment Questionnaire (AAQ). The study findings revealed that aptitude, effort, and context all had positive significant relationships with academic adjustment in college students (
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| doi_str_mv | 10.1007/s12144-024-06415-5 |
| format | Article |
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p
<.01). Additionally, effort, context, and academic adjustment exhibited positive effects on optimal online learning (
p
<.05). Our findings did not show a direct relationship between aptitude with optimal online learning in students. Aptitude, effort, and context were also found to have indirect yet significant effects on optimal online learning by affecting academic adjustment (
p
<.01). It is suggested that academic adjustment be promoted to enhance the effects of aptitude, effort, and the context of academic self-efficacy on optimal online learning among university students.</description><identifier>ISSN: 1046-1310</identifier><identifier>EISSN: 1936-4733</identifier><identifier>DOI: 10.1007/s12144-024-06415-5</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Behavioral Science and Psychology ; Distance learning ; Psychology ; Questionnaires ; Self-efficacy ; Social Sciences ; University students</subject><ispartof>Current psychology (New Brunswick, N.J.), 2024-09, Vol.43 (34), p.27582-27589</ispartof><rights>The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c200t-8f663e7659aed2a429f799ffae2167970d87ea4c9614b44bc1a18af3e761b5223</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s12144-024-06415-5$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s12144-024-06415-5$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>315,781,785,27929,27930,41493,42562,51324</link.rule.ids></links><search><creatorcontrib>Nezhadasadi, Maryam</creatorcontrib><creatorcontrib>Safarzadeh, Sahar</creatorcontrib><title>Relationships of optimal online learning with academic aptitude, effort, and context mediated by academic adjustment</title><title>Current psychology (New Brunswick, N.J.)</title><addtitle>Curr Psychol</addtitle><description>Academic adjustment can be an important factor in accepting the new online education environment and succeeding in this situation. The target population for this study comprised all students enrolled at universities in Ahvaz City, (Iran) during the 2022–2023 academic year. In this descriptive-correlational study, the purposive sampling method was employed to select 300 university students and asked them to answer the Academic Self-Efficacy Questionnaire (ASEQ), Online Education Questionnaire (OEQ), and Academic Adjustment Questionnaire (AAQ). The study findings revealed that aptitude, effort, and context all had positive significant relationships with academic adjustment in college students (
p
<.01). Additionally, effort, context, and academic adjustment exhibited positive effects on optimal online learning (
p
<.05). Our findings did not show a direct relationship between aptitude with optimal online learning in students. Aptitude, effort, and context were also found to have indirect yet significant effects on optimal online learning by affecting academic adjustment (
p
<.01). It is suggested that academic adjustment be promoted to enhance the effects of aptitude, effort, and the context of academic self-efficacy on optimal online learning among university students.</description><subject>Behavioral Science and Psychology</subject><subject>Distance learning</subject><subject>Psychology</subject><subject>Questionnaires</subject><subject>Self-efficacy</subject><subject>Social Sciences</subject><subject>University students</subject><issn>1046-1310</issn><issn>1936-4733</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><recordid>eNp9kE1LxDAQhoMouK7-AU8Br1tN0jRtjrL4BQuC6Dmk7WS3SzepSYruvzdrBT15GGYO7_MOPAhdUnJNCSlvAmWU84ywNILTIiuO0IzKXGS8zPPjdBMuMppTcorOQtgSQksh5QzFF-h17JwNm24I2BnshtjtdI-d7TsLuAftbWfX-KOLG6wb3cKua7BOqTi2sMBgjPNxgbVtceNshM-Id9B2OkKL6_0fpN2OIe7AxnN0YnQf4OJnz9Hb_d3r8jFbPT88LW9XWcMIiVllhMihFIXU0DLNmTSllMZoYFSUsiRtVYLmjRSU15zXDdW00uaA0LpgLJ-jq6l38O59hBDV1o3eppcqmag4LySnKcWmVONdCB6MGnwy4PeKEnWwqya7KtlV33ZVkaB8gkIK2zX43-p_qC9hhn58</recordid><startdate>20240901</startdate><enddate>20240901</enddate><creator>Nezhadasadi, Maryam</creator><creator>Safarzadeh, Sahar</creator><general>Springer US</general><general>Springer Nature B.V</general><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20240901</creationdate><title>Relationships of optimal online learning with academic aptitude, effort, and context mediated by academic adjustment</title><author>Nezhadasadi, Maryam ; Safarzadeh, Sahar</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c200t-8f663e7659aed2a429f799ffae2167970d87ea4c9614b44bc1a18af3e761b5223</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Behavioral Science and Psychology</topic><topic>Distance learning</topic><topic>Psychology</topic><topic>Questionnaires</topic><topic>Self-efficacy</topic><topic>Social Sciences</topic><topic>University students</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Nezhadasadi, Maryam</creatorcontrib><creatorcontrib>Safarzadeh, Sahar</creatorcontrib><collection>CrossRef</collection><jtitle>Current psychology (New Brunswick, N.J.)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Nezhadasadi, Maryam</au><au>Safarzadeh, Sahar</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Relationships of optimal online learning with academic aptitude, effort, and context mediated by academic adjustment</atitle><jtitle>Current psychology (New Brunswick, N.J.)</jtitle><stitle>Curr Psychol</stitle><date>2024-09-01</date><risdate>2024</risdate><volume>43</volume><issue>34</issue><spage>27582</spage><epage>27589</epage><pages>27582-27589</pages><issn>1046-1310</issn><eissn>1936-4733</eissn><abstract>Academic adjustment can be an important factor in accepting the new online education environment and succeeding in this situation. The target population for this study comprised all students enrolled at universities in Ahvaz City, (Iran) during the 2022–2023 academic year. In this descriptive-correlational study, the purposive sampling method was employed to select 300 university students and asked them to answer the Academic Self-Efficacy Questionnaire (ASEQ), Online Education Questionnaire (OEQ), and Academic Adjustment Questionnaire (AAQ). The study findings revealed that aptitude, effort, and context all had positive significant relationships with academic adjustment in college students (
p
<.01). Additionally, effort, context, and academic adjustment exhibited positive effects on optimal online learning (
p
<.05). Our findings did not show a direct relationship between aptitude with optimal online learning in students. Aptitude, effort, and context were also found to have indirect yet significant effects on optimal online learning by affecting academic adjustment (
p
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| subjects | Behavioral Science and Psychology Distance learning Psychology Questionnaires Self-efficacy Social Sciences University students |
| title | Relationships of optimal online learning with academic aptitude, effort, and context mediated by academic adjustment |
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