E-learning Research Articles

How do working conditions change for in-person versus digital work? The case of schoolteachers

Abstract Background Telework has significantly increased in Europe and internationally in the aftermath of COVID-19 lockdowns, with estimates of 22% of Europeans now doing some form of telework. However, it is unclear how working conditions for the same job differ when work is conducted in-person versus digitally, and if occupational health risks can be considered as equal across formats. Our study addressed the profession of school teaching to examine online working conditions versus those for in-person teaching. Methods To allow for close consideration of employment contexts, a qualitative study was conducted. Focus groups and interviews took place in 2023-24 with 45 teachers and tutors who teach from kindergarten to secondary grades across Canada. Results We found that online teaching added to emotional labour of teaching work and involved new occupational exposures. These included challenges with engaging students via cameras and microphones, digital surveillance of teachers by parents and students, unwanted exposure to students’ intimate home lives, and technostress. Conclusions The work of being an online teacher was very different than teaching in-person, yet there has been slow recognition of working condition differences for understanding of OHS exposures and for collective agreements. Key messages • In the context of a significant expansion of telework, assumptions cannot be made that the job conditions and exposures are the same job when performed in-person or at-home. • These differences will need to be recognized in job agreements and occupational risk assessments.

The Icehearts Europe Implementation Guide to promote a mentoring programme for youth mental health

Abstract Issue/problem In Europe, 9 million young people (10-19) suffer from mental disorders and 70% of children and adolescents with mental health problems do not receive appropriate interventions at a sufficiently early age. Moreover, during the Covid-19 pandemic a high prevalence of depressive symptoms, anxiety and sleep disorders was observed in the population aged 4-19 years. The Icehearts Europe project (funding: EU4Health 2022 Programme) aims to disseminate at EU level a long-term programme for supporting health and wellbeing of disadvantaged children and adolescents. It is inspired by the Finnish best practice Icehearts, a 12-year long mentoring programme. Five pilot countries (Italy, Denmark, Spain, Slovenia, Estonia) will test the model to raise European awareness of how it works and to get more countries and organisations involved. Description of the problem Icehearts Europe is a preventive mentoring programme based on team sports, recreation and school support activities, with a child-centred community approach. To facilitate its implementation, a practical guide has been developed for grassroots sport and social promotion organisations to help them implement the model in their own contexts. The guide is the result of both a multisectoral cooperation between grassroots sport, health, universities, NGOs, and qualitative study activities (bibliographic research, study visit, group work, analysis of the situation and needs of local contexts). Results From February 2024 the Icehearts Europe Implementation Guide is available in six languages at https://www.icehearts.eu/resources. It is now being adapted by the Icehearts Europe partners into an online training programme for managers. Lessons The guide has incorporated lessons learnt from the Finnish model, considered as an evidence-based approach. It contains several operational tools to implement Icehearts Europe and can be adopted using different approaches: there is no one-size-fits-all solution. Key messages • Developed as a support to the Icehearts Europe piloting partners and as a basis for a fully-fledged online training programme for future Icehearts Europe managers. • To facilitate the implementation of early interventions to promote health and wellbeing of children and adolescents and enable them to cope with disadvantaged conditions.

An ACNAP survey assessing the cardiology multidisciplinary learning needs to support lipid management

Abstract Background/ Introduction: Reducing LDL cholesterol is a high priority in cardiovascular care but requires knowledge and skills to deliver effectively. Nurses and allied professionals (NAPs) can play a major role in supporting lipid optimisation. Most NAPs will work together with patients prescribed lipid lowering therapies, and some may be more closely involved in initiation and monitoring. The Association of Cardiovascular Nursing and Allied Professionals (ACNAP) wanted to gauge the level of understanding, confidence and learning needs of cardiology professionals to better implement European Society of Cardiology (ESC) lipid lowering guidelines. Purpose The aim of the project was to highlight gaps in knowledge to better inform needs for training and educational programmes developed by ACNAP. Methods A 29 question electronic survey was developed by expert consensus, exploring previous experience, clinical knowledge, and perceptions of learning needs. It was launched at the EuroHeartCare conference in June 2023, on social media, and members of the ESC were emailed inviting participation. Results 123 people responded. 29.5% of the respondents were physicians and 70.5% NAPs. Most respondents were involved in lipid optimisation of some description with only 7.0% of respondents having no direct involvement in their patient cohort. A higher percentage of respondents responded "totally agree" when asked it they knew what cholesterol targets to aim for in secondary prevention, compared to primary prevention (61% v 41.5%). 94% of respondents felt comfortable when to initiate statins and and 82% ezetimibe. This reduced to 45% for inclisiran and 40% for bempedoic acid. Similarly, the majority felt comfortable counselling a patient newly initiated on statins or ezetimibe, but significantly fewer the newer lipid lowering therapies. Experience and understanding of familial hypercholesterolaemia (FH) was also explored. Only half the respondents would be comfortable in identifying and diagnosing FH and a further 25% unsure. A large percentage (37%) were unaware of the Simon Broome criteria or the Dutch Lipid Criteria Network (49%). When considering learning needs, 71% of NAP respondents needed extra support to help make lipid lowering decisions. This rises to 84% and 74% when looking at nurses and pharmacists separately, respectively. Nearly 76% would prefer any learning to be delivered online, with interactive online training packages being the most popular method. Conclusions The three main gaps identified by NAPs were: management in primary prevention (initiation and targets), the newer innovative medicines (bempedoic acid, inclisiran and PCSK9 monoclonal antibodies) and FH. Interestingly, these are the same gaps highlighted by physician responders. These findings can help guide ACNAP and ESC in the development of educational programmes with the aim to improve better lipid management overall.

The Relationship between the Myers-Briggs Type Indicator (MBTI) Types and Psychological Well-being among College Students in China

Aim: This study explores the relationship between Myers-Briggs Type Indicator (MBTI) personality types and psychological well-being among Chinese college students, examining how cultural factors influence this relationship and identifying key factors impacting students' mental health. Methodology: A systematic literature review was conducted, focusing on peer-reviewed articles from the past decade. Databases such as PubMed, PsycINFO, and Google Scholar were searched using keywords like "MBTI," "psychological well-being," "college students," and "China." Inclusion criteria included studies on MBTI and psychological well-being among Chinese college students. Results: The review found that 64% of extraverted students reported high life satisfaction, compared to 42% of introverted students. Sensing students showed 58% academic satisfaction, while only 45% of intuitive students reported similar satisfaction levels. Thinkers (60%) and feelers (55%) displayed high psychological well-being linked to their respective environments. Judging types reported 70% life satisfaction, whereas only 45% of perceiving types expressed similar satisfaction. These findings underscore the significant impact of MBTI personality types on the psychological well-being of Chinese college students. Conclusion: MBTI types significantly influence psychological well-being among Chinese college students, moderated by cultural, social, and educational factors. Tailored mental health interventions and supportive environments are essential to address the diverse needs of students. Recommendations: Colleges should integrate MBTI-based counseling services, provide flexible learning options, and promote social support networks. These measures will accommodate varying personality types and improve overall student well-being. Implications: Understanding the interplay between MBTI types and psychological well-being within the Chinese cultural context offers valuable insights for educators and mental health professionals. These insights can inform the development of culturally sensitive interventions and support systems, enhancing the mental health and academic success of college students.

From recorded to AI‐generated instructional videos: A comparison of learning performance and experience

AbstractGenerative AI (GAI) and AI‐generated content (AIGC) have been increasingly involved in our work and daily life, providing a new learning experience for students. This study examines whether AI‐generated instructional videos (AIIV) can facilitate learning as effectively as traditional recorded videos (RV). We propose an instructional video generation pipeline that includes customized GPT (Generative Pre‐trained Transformer), text‐to‐speech and lip synthesis techniques to generate videos from slides and a clip or a photo of a human instructor. Seventy‐six students were randomly assigned to learn English words using either AIIV or RV, with performance assessed by retention, transfer and subjective measures from cognitive, emotional, motivational and social perspectives. The findings indicate that the AIIV group performed as well as the RV group in facilitating learning, with AIIV showing higher retention but no significant differences in transfer. RV was found to offer a stronger sense of social presence. Although other subjective measures were similar between the two groups, AIIV was perceived as slightly less favourable. However, the AIIV was still found to be moderately to highly attractive, addressing concerns related to the uncanny valley effect. This research demonstrates that AIGC can be an effective tool for learning, offering valuable implications for the use of GAI in educational settings. Practitioner notesWhat is already known about this topic Instructional videos, especially those featuring a teacher's presence, have been widely used in second language learning to facilitate learning. Producing instructional videos is costly and burdensome. Generative AI has great potential for generating educational content. What this paper adds An AI‐generated instructional video (including generated lecture text, voice and appearance) demonstrated greater improvement in students' retention performance in English word learning than a traditional recorded video. Students perceived no significant differences between the AI‐generated instructional video and recorded video in satisfaction, motivation, trust, cognitive load, emotions and parasocial interaction dimensions, although the AI‐generated instructional video group reported slightly lower values. Despite AI‐generated instructional video eliciting a significantly lower value of social presence than recorded video, it led to a reduction in cognitive load and better performance. Implications for practice and/or policy We recommend using the AI‐generated instructional video in both physical and online classes for its positive effects on both learning achievement and learning experience. The findings indicate the equivalence principle in AI‐generated content, highlighting that the appearance, voice and lecture text generated by current AI technology have reached a certain level of quality.

Evaluation of a Project to Develop Learning Management Competency Using Digital Technology Among Teachers in a Bangkok School in Order to Facilitate the Learning Loss Recovery of Basic Education Level Students: Applying Kirkpatrick’s Concepts and Model

The spread of the coronavirus (COVID-19) strongly affected educational management in Thailand. This gave rise to the problem of how to improve the quality of students of all ages through 100% online learning, be this in areas of knowledge, abilities, skills, and attitudes towards learning. Therefore, the Secretariat of the Education Council of Thailand studied the learning loss of basic education students during COVID-19 and recommended ways to solve the problem using the seven measures derived from the RECOVER Model. Based on this, the researchers devised a project and conducted it along with agency administrators and school administrators under Bangkok Metropolitan Administration, Bang Khen District. Their objective was to evaluate the development of learning management competency using digital technology among teachers in a Bangkok school in order to facilitate the learning loss recovery of basic education level students. The results revealed that participants responded strongly to the overall project process and activities (Mean = 4.71, S.D. = 0.57) with the level of knowledge developed from the relative gain score at a high level (GS = 72.12) and 75.00 percent had the ability to create educational Line stickers for sale in the Sticker Shop. In addition, participants’ behavior changed as a result of applying the knowledge, abilities, and skills acquired to teaching and learning in their own subjects. Consequently, the schools to which they are affiliated were able to facilitate the learning loss recovery of students extremely well through the combined participation of administrators, teachers, students, and parents.

The Impact of COVID-19: A study of academic stress in high school students in Vietnam due to the transition from offline to online lessons.

CoViD-19 had a detrimental impact on all humans in our society, from white-collar office workers to students. The outbreak caused stress in all individuals, leading to pres- sure, and a decline in learnability, even though its magnitude and origins varied. In con- text with the education domain, the students have suffered adverse repercussions due to the shift from traditional in-person classes to online learning modes, which has been a major cause of their mental health’s downward spiral, leading to poor performances, and the inability to learn in unmonitored classroom conditions. Aim. To assess the stress in high school students and correlate their stress levels with their end-of-year examination results for 2021. Method. This can be achieved using Pearson’s correlation coefficient, by assessing 78 high school students selected as per inclusion and exclusion criteria, from the public schools of Hanoi, with their respective results obtained for their end-of-year examina- tions of March 2021. The Academic stress will be calculated with the Student Academic Stress Scale (SASS), and, all the percentage of grades will be out of 100. Results. The results obtained from the following Pearson’s correlation coefficient tests showed a moderate negative correlation existing between Academic Stress levels and marks it obtained, with the r value of -0.447. Limitations: The sample was collected from 4 public schools in Hanoi, not taking the rest of the country into account, and the accuracy of the stress level grading using SASS which can be affected by an impairment in cognitive function, excludes outliers from the research that was conducted.

Unpacking the Dynamics of Online Motivation: A Study of Short-Term Changes in Task Value and Cost Utilizing Multiple Change Analyses

Motivation is critical to student success in learning environments. However, changes in situation-specific motivation over time are rarely explored among online learners. Drawing from the Situated Expectancy Theory (SEVT), in the current study, I examined changes in situational task-specific task value and cost over the short term and tested the impact of these changes on achievement. I collected task value and cost over four time points from 68 students in an upper-division online Educational Psychology course. Grades on two discussion posts and one exam represented academic performance. I used multiple analytic techniques, scarcely used in the literature, to measure change across time, including task value-cost switching and group and individual-level task value-cost intensity. Group-level intensity analyses revealed task value and cost stability across most time point comparisons. However, individual-level analysis demonstrated variability in task value and cost across comparisons. There was no evidence of task value or cost switching. One significant increase in cost across tasks predicted academic performance in the subsequent assessment. The study highlights the importance of using various techniques to explore motivational changes among online learners and demonstrates the applicability of SEVT in online learning environments.

Human-machine interaction with intelligent machine learning algorithms for smart classrooms

ABSTRACT The modern technology of learning and teaching in education has moved on to smart classes. The introduction of artificial intelligence (AI) in the education sector has essentially taken over traditional classrooms and transformed how education leads to admiration. Various data types, such as videos, images, sound, text, and biometric data like eye-tracking potentially captured through smart classrooms, pose new issues and challenges for artificial intelligence algorithms. Hence, this paper suggests the Machine Learning Assisted Intelligent Human-Machine Interaction (MLIHMI) model for the smart classroom monitoring system. The real-time interactive dimension signifies the capability to support the Smart classroom’s teaching and human-computer interactions, including smooth interaction, convenient operation, and interactive monitoring. This paper used ML and HMI models to introduce a new effective database for online learning and smart classroom environments utilising the learners’ body postures, facial expressions, and hand gestures. The numerical findings show that the suggested system achieves less error rate of 10.1% and enhances the accuracy rate of 96.5%, with the highest classification ratio of 95.6%, prediction rate of 93.6%, the detection rate of 97.3%, and engagement rate of 81.3% in student gesture and postures recognition and the identification of facial expressions with the high performance of 93.3% when compared to other existing models.

Adopting Digital Tools in Higher Education: Opportunities, Challenges and Theoretical Insights

ABSTRACTThe digital transformation of higher education, driven by technological advancements and evolving societal needs, presents both significant opportunities and critical challenges. This study integrates the technology acceptance model (TAM), diffusion of innovations (DOI), comprehensive literature review, in‐depth case studies and empirical survey data to explore these dynamics. The findings reveal the potential of digital technologies—such as online platforms, adaptive learning tools and immersive technologies—to expand access, personalise learning and foster collaboration. However, the research also identifies major barriers, including the digital divide, faculty resistance and data privacy concerns. By combining qualitative thematic analysis and quantitative statistical analysis, this study underscores the importance of strategic planning, inclusive policies and ongoing professional development in maximising the benefits of digital education. The paper contributes to the field by offering actionable insights, theoretical implications and practical recommendations for institutions to implement adaptive pedagogical strategies, ensure equitable access to technology and build robust, secure digital learning environments.

The Effect of Students' Engagement on Their Learning Achievement in EFL Online Courses

Engagement is an essential aspect of students' success in learning. Even though students' engagement with learning has been widely investigated, the level of learners' online engagement and the relationship between learners' online engagement and their achievement, especially in the English as a foreign language (EFL) context, using a learning management system (i.e. Blackboard), remains unexplored. To fill that gap, this study examines the effects of learner engagement, using its three dimensions (behavioural, emotional, and cognitive), on students' achievement in learning EFL in online courses. In total, 189 college students participated in the study. Data was analysed using the second-generation analysis technique structural equation modelling (SEM) to examine the relationships among constructs and test the hypothesis. Results revealed that students' engagement significantly affected their achievement in learning EFL in an online environment.

Synergizing Systems Thinking and Technology-Enhanced Learning for Sustainable Education Using the Flow Theory Framework

In an era where digital technologies are integral to daily life and sustainable education is increasingly critical, developing higher-order thinking skills with appropriate information and communication technology (ICT) support is crucial for achieving Sustainable Development Goals (SDGs). The purpose of this study was to examine synergies of systems thinking and technology-enhanced learning from the perspective of flow theory within the context of sustainable education. We surveyed more than 65 pre-service preschool teachers engaged in a design, technology, and engineering (DTE) course at the University of Ljubljana. Mapping of systems thinking revealed that pre-service preschool teachers needed support regarding feedback and understanding the interrelationship dimension of systems thinking—essential components of sustainable education. Predictive and mediation analyses yielded noteworthy results. Participants in the ICT-enhanced DTE course rated their cognitive and social engagement above the mid-point of the scale, with this higher engagement correlating with higher systems thinking crucial for sustainable education. In contrast, their aesthetic engagement was below the mid-point of the scale. Experiencing a flow state during ICT activities positively influenced systems thinking, particularly in terms of clear goals and autotelic experiences. Flow theory thus emerges as a solid and appropriate framework to use for studying synergies in technology-enhanced systems thinking for sustainable education. These findings underscore the importance of integrating systems thinking into curricula to enhance learning outcomes and prepare students for future challenges, thereby contributing to the achievement of SDGs through sustainable education.

Conditional and Marginal Strengths of Affect Transitions During Computer-Based Learning

Conditional and Marginal Strengths of Affect Transitions During Computer-Based Learning

Stress, anxiety, and burnout among educators during the COVID-19 pandemic

The occurrence of the COVID-19 pandemic in 2019 changed every individual’s way of living. The worldwide shift of educators toward online teaching brought to light various difficulties and challenges faced by educators. The present study was conducted to assess the stress, anxiety, and burnout among educators based in the Delhi-NCR region of India during the COVID-19 pandemic. A total of 77 educators participated in the web-based survey where they were assessed using the Perceived Stress Scale, Generalized Anxiety Disorder Questionnaire, and Maslach’s Burnout Inventory. The results revealed that stress experienced by them increased their anxiety. Anxiety increased the emotional exhaustion as well as depersonalization components of burnout whereas stress decreased the personal accomplishment component of burnout. Furthermore, the results indicated that female educators were more stressed compared to their male counterparts during this period. The findings showed how the mental health of educators was affected during the sudden shift to online teaching during the pandemic.

Evaluating the effectiveness of web-based oral health education on enhancing mothers’ awareness: a semi-experimental internet-based intervention

ObjectivesThis study examined the impact of web-based education on enhancing mothers’ awareness of oral health care for children aged 9 and 12 years. It focused on the crucial role of mothers in educating about oral health to prevent dental diseases and reduce long-term healthcare costs.MethodsMothers were divided into three groups: control, intervention with a web system, and intervention with a brochure. Over one month, their knowledge about their children’s oral health was assessed before and after the intervention.ResultsData were analyzed using parametric t-tests and non-parametric Mann-Whitney U tests. The findings indicated a significant increase in parental awareness in both intervention groups.ConclusionIt is recommended that parent education be done using web-based systems or mobile apps, which are better choices due to greater accessibility and interactivity.

Teaching Strategies in Interventional Radiology: A Narrative Review of the Literature.

Interventional radiology (IR) is a rapidly developing speciality where innovation-especially in teaching practices-is vital. With workforce and capacity shortages, synthesis of classical educational theories and novel strategies utilising virtual reality (VR) and artificial intelligence (AI) provide opportunities to make teaching as efficient and effective as possible. The aim of this review is to examine the literature on different approaches in IR teaching and learning in undergraduates and postgraduates. Literature was reviewed using a comprehensive search strategy with relevant keywords. Articles were limited to 2013-2023. Databases searched included MEDLINE, Embase, British Education Index and ERIC, in addition to a manual review of references. Of the 2903 unique abstracts reviewed by the authors, 43 were relevant to the purpose of this study. The major pedagogical approaches identified were categorised into the following-traditional master-apprentice mentoring, virtual reality/simulation, physical models, and remote teaching. VR simulations enable practise free from the limits of time and risk to patients, as well as potential for standardised formal curricula. AI has the capability to enhance training simulations and assessment of trainees. With recent events necessitating innovation in online remote teaching, programs that are accessible whilst arguably imparting just as much clinical knowledge as in-person education have now been developed. Mentoring has conventionally been the standard for radiology teaching, however there are now several alternative pedagogical approaches available to the IR community. Acombination of the most effective ideas within each is the optimal method by which IR should be taught.

Rehabilitation exoskeleton system with bidirectional virtual reality feedback training strategy

AbstractVirtual reality (VR) technology revitalises rehabilitation training by creating rich, interactive virtual rehabilitation scenes and tasks that deeply engage patients. Robotics with immersive VR environments have the potential to significantly enhance the sense of immersion for patients during training. This paper proposes a rehabilitation robot system. The system integrates a VR environment, the exoskeleton entity, and research on rehabilitation assessment metrics derived from surface electromyographic signal (sEMG). Employing more realistic and engaging virtual stimuli, this method guides patients to actively participate, thereby enhancing the effectiveness of neural connection reconstruction—an essential aspect of rehabilitation. Furthermore, this study introduces a muscle activation model that merges linear and non‐linear states of muscle, avoiding the impact of non‐linear shape factors on model accuracy present in traditional models. A muscle strength assessment model based on optimised generalised regression (WOA‐GRNN) is also proposed, with a root mean square error of 0.017,347 and a mean absolute percentage error of 1.2461%, serving as critical assessment indicators for the effectiveness of rehabilitation. Finally, the system is preliminarily applied in human movement experiments, validating the practicality and potential effectiveness of VR‐centred rehabilitation strategies in medical recovery.

Development of Online-Based Learning Media with Massive Open Online Courses Method on Instructor Methodology Competency in the Directorate of Competency Standardization and Training Programs, Ministry of Manpower of the Republic of Indonesia

This study aims for Vocational and Productivity Training Centers throughout Indonesia to implement the development of online-based learning media with the MOOC method on instructor methodology competency. This study integrates the Borg and Gall development method with ADDIE Learning Design. Data analysis uses qualitative and quantitative descriptive analysis. The results shown are the feasibility assessment by media experts obtained a score of 99.13%. The feasibility assessment by design experts obtained a score of 61.67% and the feasibility assessment by material experts obtained a score of 88.04%. Based on this assessment, it is considered feasible to use. The response of participants in the small group test was considered feasible with a score of 79.63%. In the large group trial, a score of 92.42% was shown which was categorized as very feasible. The effectiveness test was assessed by the test according to Donald Kick Patrick, namely the reaction level and learning level, the reaction level was tested with a cut-off point where the value was 96%, it can be seen that the value is above the cut-off point so that it can be categorized as very satisfied, thus the reaction test of this product is very effective. The learning level is calculated by looking at the significance between the values before and after the trial, the results show that the significance value is less than the specified value, which is at 0.001 <0.05 significance value so that there is a significant difference, thus this learning media can be categorized as effective.

Learning how to explore spiritual aspects in encounters with patients with chronic pain: a pre-test post-test trial on the effectiveness of a web-based learning intervention

BackgroundIntegrating spiritual aspects into treatment plans can release essential resources for coping with chronic pain. However, some spiritual aspects may also induce distress and hinder the coping process. There is a lack of evidence regarding how to perform the clinical tasks of exploring spiritual aspects and of instruments assessing related competencies. Therefore, we developed a web-based learning module to provide education on the subject alongside corresponding assessment instruments. The module presents the InSpiRe (Integration of Spirituality and/or Religion in patient encounters) protocol. The instruments encompass cognitive, affective, and behavioral dimensions.MethodsThis paper aims to determine (i) the learning effects associated with completing the web-based spiritual-care learning module and (ii) the reliability and validity of the instruments employed. To address these aims, we conducted a pre-test/post-test trial with N = 32 randomly selected fourth-year medical students. During the pre-test, we assessed the students’ knowledge, attitudes, and self-efficacy regarding exploring spiritual aspects. For this purpose, we developed a short-answer knowledge test, an attitude questionnaire, and a self-efficacy scale. Additionally, the students explored spiritual aspects with a simulated patient portraying a person with chronic pain. Three trained raters evaluated the students’ performances using a self-developed scale. In the intervention phase, the students completed the 45-minute learning module on a personal computer. The module presented InSpiRe-related content as text and step-by-step video demonstrations, including hints that denote critical actions. The subsequent post-test was identical to the pre-test.ResultsThe internal consistency was suitable for all respective instruments, and there was an indication of solid validity of the performance test. After completing the spiritual care learning module, the students showed statistically significant increases in knowledge scores and significant positive shifts in their attitudes and levels of self-efficacy regarding exploring spiritual aspects. They also attained significantly higher performance scores in the same regard.ConclusionsCompleting the spiritual-care module is associated with meaningful learning effects on cognitive, affective, and behavioral dimensions related to exploring spiritual aspects, as demonstrated in the post-test conducted shortly after the intervention. Due to good reliability and validity scores, the self-developed instruments can be applied appropriately.

Path Analysis of Grit, Self-Efficacy, Self-Regulation, and Science Academic Performance in Online Learning

Aims: This study investigates the relationships between grit, self-efficacy, self-regulation, and Science academic performance among junior high school students in an online learning context. While previous research has established the importance of these non-cognitive skills in academic success, their specific interplay during the pandemic remains underexplored. This study tested a model examining the impact of grit, self-regulation, and self-efficacy on students' Science academic performance in an online setting, focusing on the extent of these traits, their relationships with performance, individual contributions, and the mediating role of self-regulation and self-efficacy. Study Design: The research employed a quantitative design and path analysis. Place and Duration of Study: The study included 216 junior high school students from a private school in Bacolod City during the 2020-2021 school year selected through random sampling. Methodology: Data were collected through online surveys, completed via Google Forms over two weeks. The instruments used were the Short Grit Scale, Self-Efficacy Online Learning Questionnaire, and Academic Self-Efficacy Scale for Filipino Junior High School. Descriptive and inferential statistics were used to analyze data, with model relationships tested using path analysis. Results: Findings revealed that students exhibited average levels of grit and moderately high levels of self-efficacy and self-regulation. Grit did not directly impact Science academic performance, nor did self-regulation or self-efficacy mediate this relationship. An unexpected finding was that consistency of interest negatively impacted time management, while perseverance of effort positively influenced metacognitive skills, time management, and persistence. Conclusion: These results highlight the complexity of factors influencing academic performance in online learning environments. While grit, self-efficacy, and self-regulation are essential for student development, their direct impact on academic performance requires further investigation. This study underscores the need for educational strategies that cultivate these non-cognitive skills to improve students' academic performance across diverse learning settings and modalities.