Abstract
The purpose of this research was to study the effect on academic performance of changing the learning format and the contribution of procrastination and coping strategies to the academic performance of students, when changing the learning format from contact to distance. Research methods: analysis of academic performance, Lay General Procrastination Scale in adapted by Vindeker, COPE Kraver in adaptation by Rasskazova; Greenglass Proactive Coping Behavior questionnaire, adaptation by Starchenkova; mathematical methods. The sample size was 151 people. According to the results: 1) The learning format affects the academic performance of students. The nature of this influence, along with external factors, is mediated by a number of psychological characteristics of students, in particular, the level of procrastination and the nature of coping strategies. 2) When switching from contact to distance learning, the success of educational activities was associated with the level of academic performance. The transition to the distance format led to an improvement in the performance of senior students. 3) Students with low academic performance have a higher level of general procrastination associated with delay in making vital decisions than students with high academic performance. 4) Students with low academic performance are more likely to use humor as a coping strategy, and this is associated with a deterioration in academic performance. High academic students are more likely to find emotional support, and this is associated with improved academic performance. The research result can be used in the development of work programs of academic disciplines in a differentiated manner for senior and junior students.
Highlights
The problem of student learning success in the higher education system, the analysis of its external and internal predictors, becomes especially relevant in a pandemic, when the learning format changes dramatically, students need more self-organization, independence and volitional regulation of activity, and the number of stress situation increases
3) Students with low academic performance have a higher level of general procrastination associated with delay in making vital decisions than students with high academic performance
It turned out that the academic performance indicators of the senior students changed with the change in the learning format, regardless of the level of academic performance, while the lower-grade students showed a tendency to decrease in academic performance
Summary
The problem of student learning success in the higher education system, the analysis of its external and internal predictors, becomes especially relevant in a pandemic, when the learning format changes dramatically, students need more self-organization, independence and volitional regulation of activity, and the number of stress situation increases. The topic of integration of different learning formats in the higher education system is given a lot of attention in modern pedagogy and educational psychology. While educational institutions, including universities, faced the need to quickly change the format of education from contact to distance learning in 2020. If the change of the contact format of training to distance learning is a external factor which cannot be predicted and controlled, but to which one needs to adapt, internal factors, including cognitive processes, motivation, psychological properties of a person, ways of adapting to changing conditions can be as a personal resource that contributes to improving the effectiveness of educational activities, and an obstacle that interferes with successful learning. This work is devoted to the study of the influence such an external factor as a change in the format of training on academic performance, and the study of the contribution such internal, psychological factors as procrastination and coping strategies to the academic performance of students in different formats of training
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