Psychological Distress among Students of Higher Education Due to E-Learning Crackup: Moderating Role of University Support
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| Title: | Psychological Distress among Students of Higher Education Due to E-Learning Crackup: Moderating Role of University Support |
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| Language: | English |
| Authors: | Qazi, Zubaida, Qazi, Wasim, Raza, Syed Ali (ORCID |
| Source: | Journal of Applied Research in Higher Education. 2022 14(4):1656-1669. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Stress Variables, Psychological Patterns, College Students, Electronic Learning, COVID-19, Pandemics, Fear, Achievement Gains, Educational Technology, Mental Health, School Closing, Barriers, Online Courses, Correlation, Access to Computers, College Role, Foreign Countries |
| Geographic Terms: | Pakistan |
| DOI: | 10.1108/JARHE-02-2021-0069 |
| ISSN: | 2050-7003 1758-1184 |
| Abstract: | Purpose: The emergence of electronic learning during the COVID-19 outbreak has been the way by which higher education has attempted to save the situation. However, e-learning still causes psychological distress because of its crackups and fear. Hence, the authors aim to study the impact of e-learning crackup on fear of academic year loss and psychological distress by incorporating university support as a moderator. Design/methodology/approach: Partial least squares structural equation modeling (PLS-SEM) has been used to analyze data. Findings: The results depict that e-learning crackup fosters students' fear of academic year loss, but e-learning crackup has an insignificant impact on psychological distress. However, psychological distress is driven by fear of an academic year loss. Lastly, university support moderates the relationship between e-learning crackup and psychological distress, but no moderating role exists between fear of academic year loss and psychological distress. Originality/value: The recent pandemic has severely affected the mental health of students. Therefore, it is crucial to study the reasons that foster distress among them. But, unfortunately, there is a prominent absence of research for inspecting students' psychological distress because of the e-learning crisis, especially in the wake of COVID-19. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1357708 |
| Database: | ERIC |
| Abstract: | Purpose: The emergence of electronic learning during the COVID-19 outbreak has been the way by which higher education has attempted to save the situation. However, e-learning still causes psychological distress because of its crackups and fear. Hence, the authors aim to study the impact of e-learning crackup on fear of academic year loss and psychological distress by incorporating university support as a moderator. Design/methodology/approach: Partial least squares structural equation modeling (PLS-SEM) has been used to analyze data. Findings: The results depict that e-learning crackup fosters students' fear of academic year loss, but e-learning crackup has an insignificant impact on psychological distress. However, psychological distress is driven by fear of an academic year loss. Lastly, university support moderates the relationship between e-learning crackup and psychological distress, but no moderating role exists between fear of academic year loss and psychological distress. Originality/value: The recent pandemic has severely affected the mental health of students. Therefore, it is crucial to study the reasons that foster distress among them. But, unfortunately, there is a prominent absence of research for inspecting students' psychological distress because of the e-learning crisis, especially in the wake of COVID-19. |
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| ISSN: | 2050-7003 1758-1184 |
| DOI: | 10.1108/JARHE-02-2021-0069 |
