Abstract
BackgroundThe aim of this study is to explore factors influencing the study engagement of health and social professions students during the COVID-19 pandemic. While antecedents of study engagement have been studied previously, the factors influencing engagement under pandemic conditions have not yet been investigated. Furthermore, there is a particular need for research among students in health and social professions programs, as these students are particularly affected by the pandemic. As theoretical basis, the study draws on the demands-resources-theory. It is hypothesized that pandemic-related study and personal resources drive engagement during the pandemic, and that pandemic-related demands negatively influence engagement.MethodThe study uses a cross-sectional survey to explore the hypothesized effects. The sample consists of 559 university students of health and social professions in Germany. The study was carried out in July 2020, towards the end of the first digital semester and after the first peak in COVID-19 cases. Data are analyzed using linear multiple regression analysis.ResultsThe findings show that the demands-resources-theory is suitable to explain study engagement even under pandemic conditions. Suitable digital learning formats and social support are identified as important study resources for study engagement during major life events, while emotional resilience, active self-care and academic self-efficacy are identified as important personal resources.ConclusionsUnder pandemic conditions academic institutions should focus on providing beneficial teaching formats and innovative ways to support students lacking social networks. Besides, they should consider developing means to help students structuring daily life as well as establishing initiatives to strengthen students’ self-efficacy beliefs.
Highlights
Institutions for higher education are a demanding environment for students aiming to receive an academic degree
The aim of this study is to explore factors influencing the study engagement of health and social professions students during the COVID-19 pandemic
The findings show that the demands-resources-theory is suitable to explain study engagement even under pandemic conditions
Summary
Institutions for higher education are a demanding environment for students aiming to receive an academic degree. Already prior to the COVID-19 pandemic studies have described that students enrolled in health and social professions degree programs, such as medicine, nursing, public health, social work or psychology, are exposed to similar stressors as professionals in related fields due to academic pressure, deadlines and possibly financial constraints [1, 2]. Students enrolled in healthrelated higher education (such as medical students or advanced nursing degree students) were affected by the COVID-19 pandemic as their workforce was especially demanded during this crisis. The main objective of the present study, realized in July 2020 at two institutions for higher education (health and social professions) in Munich, Germany, was to explore factors influencing the study engagement of students under pandemic conditions. The aim of this study is to explore factors influencing the study engagement of health and social professions students during the COVID-19 pandemic. It is hypothesized that pandemic-related study and personal resources drive engagement during the pandemic, and that pandemic-related demands negatively influence engagement
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
