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Students’ Emotions and Engagement in the Emerging Hybrid Learning Environment during the COVID-19 Pandemic

Author

Listed:
  • Elizabeth Acosta-Gonzaga

    (Sección de Estudios de Posgrado e Investigación (SEPI), Unidad Profesional Interdisciplinaria de Ingeniería y Ciencias Sociales y Administrativas (UPIICSA), Instituto Politécnico Nacional, Mexico City 07738, Mexico)

  • Elena Fabiola Ruiz-Ledesma

    (Sección de Estudios de Posgrado e Investigación (SEPI), Escuela Superior de Cómputo (ESCOM), Instituto Politécnico Nacional, Mexico City 07738, Mexico)

Abstract

Due to the COVID-19 pandemic, classes in schools acquired a hybrid learning model. Students took their classes both in person and, at other times, remotely. However, students are currently facing situations that they are not familiar with after a period of two years of confinement due to the COVID-19 pandemic. This emerging model of learning, to which the students had to adapt, not only impacted on their emotions during learning but also influenced their perceptions of their abilities and skills in being able to perform adequately in a situation of uncertainty, which also influenced the degree of academic engagement that they had. This study applied the structural equation modeling technique, using PLS-SEM software, to a sample of 194 students. The results show that their self-efficacy to act in a situation of vulnerability was affected, which is why their negative emotions increased and their positive emotions decreased. This in turn influenced the degree of engagement and effort they invested in developing a school activity.

Suggested Citation

  • Elizabeth Acosta-Gonzaga & Elena Fabiola Ruiz-Ledesma, 2022. "Students’ Emotions and Engagement in the Emerging Hybrid Learning Environment during the COVID-19 Pandemic," Sustainability, MDPI, vol. 14(16), pages 1-14, August.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:16:p:10236-:d:890811
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    References listed on IDEAS

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    1. Isabel del Arco & Patricia Silva & Oscar Flores, 2021. "University Teaching in Times of Confinement: The Light and Shadows of Compulsory Online Learning," Sustainability, MDPI, vol. 13(1), pages 1-16, January.
    2. John Hulland, 1999. "Use of partial least squares (PLS) in strategic management research: a review of four recent studies," Strategic Management Journal, Wiley Blackwell, vol. 20(2), pages 195-204, February.
    3. Isabel del Arco & Òscar Flores & Anabel Ramos-Pla, 2021. "Structural Model to Determine the Factors That Affect the Quality of Emergency Teaching, According to the Perception of the Student of the First University Courses," Sustainability, MDPI, vol. 13(5), pages 1-14, March.
    4. Elizabeth Acosta-Gonzaga & Aldo Ramirez-Arellano, 2021. "The Influence of Motivation, Emotions, Cognition, and Metacognition on Students’ Learning Performance: A Comparative Study in Higher Education in Blended and Traditional Contexts," SAGE Open, , vol. 11(2), pages 21582440211, June.
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    Cited by:

    1. Guillermo M. Chans & Angelica Orona-Navar & Carolina Orona-Navar & Elvia P. Sánchez-Rodríguez, 2023. "Higher Education in Mexico: The Effects and Consequences of the COVID-19 Pandemic," Sustainability, MDPI, vol. 15(12), pages 1-22, June.
    2. Marieke Versteijlen & Arjen E. J. Wals, 2023. "Developing Design Principles for Sustainability-Oriented Blended Learning in Higher Education," Sustainability, MDPI, vol. 15(10), pages 1-25, May.

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