The Effect of Distance Learning on Student Emotional and Social Well-Being in a Pandemic Context
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Published:
Dec 25, 2022
Keywords:
emotional and social well-being, emotional intelligence, distance learning, emotions
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Abstract
Distance learning signifies a transformation in the sphere of education, characterized by use of technology as well as new ways of learning and cooperating. Despite the multitude of international scholarly conferences and panel discussions on how to improve the quality of online education, students were seldom consulted on how they personally coped with or felt about the introduced changes and whether they experienced emotional and social consequences from the shift to distance learning. This creates a strong need to investigate how distance learning affects student emotional and social well-being. Emotional well-being can be conceptualized as the balance of experienced feelings (positive and negative) and the perceived feelings (happiness and satisfaction) and is strongly connected to psychological well-being (personal growth, environmental mastery, autonomy) and social well-being (social integration and contribution) (Keyes 2007). The purpose of this study is to explore whether distance learning has an impact on student emotional and social well-being. Online survey research was conducted among 60 translation and interpreting students in North Macedonia, which results suggest that students are highly impacted from an emotional and social point of view. A variety of emotional intelligence-related activities can be integrated to improve specific areas from both academic and personal point of view, such as self-awareness, self-management, motivation and empathy as generic competences of key importance during isolated distance learning as well as for a future profession as translators and interpreters.
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Sazdovska-Pigulovska, Milena. 2022. “The Effect of Distance Learning on Student Emotional and Social Well-Being in a Pandemic Context”. Journal of Contemporary Philology 5 (2), 93–104. https://doi.org/10.37834/JCP2252093sp.
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Copyright © 2019 Blaže Koneski Faculty of Philology, Skopje
Journal of Contemporary Philology (JCP)
Современа филологија
References
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Pentaraki, A., Burkholder, G. (2017). Emerging evidence regarding the roles of emotional, behavioural, and cognitive aspects of student engagement in the online classroom. European Journal of Open, Distance and E-Learning, 20(1), 1-21.
Popescu, E. F., Tatucu, M., Dobromirescu, V. (2021). Students’ well-being in online education in Covid-19 context. International Journal of Education and Research, 9(2), ISSN: 2411-5681
Rippé, C.; Weisfeld-Spolter, S.; Yurova, Y.; Kemp, A. (2021). Pandemic pedagogy for the new normal: Fostering perceived control during COVID-19. ZDB-ID, 43(2), 260-276.
Ryff, C. D. and Singer, B. (2006). Best news yet on the six-factor model of wellbeing. Soc. Sci. Res. 35, 1103–1119. doi: 10.1016/j.ssresearch.2006.01.002.
Sazdovska-Pigulovska, M. (2021). Integrating experiential learning in the virtual translation classroom. The Roles and Identities of Interpreters and Translators in an Ever-Changing World: Proceedings of the International Conference, (Hankuk University of Foreign Studies), 43-53. South Korea, Seoul
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Baltà-Salvador, R., Olmedo-Torre, N., Peňa, M. and Renta-Davids. (2021). A. Academic and emotional effects of online learning during the Covid-10 pandemic of engineering students. Education and Information Technologies, 26, 7407-7434.
Bliss, S. E. (2006). The affect of emotional intelligence on a modern organizational leader’s ability to make effective decisions. Unpublished Master’s Thesis (Online). Available from http://eqi.org/mgtpaper.htm.
Brett, C. E., Mathieson, M. L., Rowley, A. M. (2020). Determinants of wellbeing in university students: the role of residential status, stress, loneliness, resilience and sense of coherence. Current Psychology (2022), https://doi.org/10.1007/s12144-022-03125-8.
Butnaru, G. I., Haller, A., Dragolea, L., Anichiti, A., Tacu Hârșan, D. (2021). Students’ wellbeing during transition from onsite to online education: Are there risks arising from social isolation? Int J Environ Res Public Health, 18(18), 9665.
Cheng, T. J., Jin, J. and Cheng, J. (2001). Demystifying subjective well-being of academically at-risk students: case study of a Chinese high school. Inequity and inclusion in schools. Soc. Incl. 9, 36–46, doi: 10.17645/si.v9i4.4572
Clabaugh, A., Duque, J. F., Fields, L. J. (2021). Academic stress and emotional well-being in United States college students following onset of the COVID-19 pandemic. Front Psychol, 2021 (12), 628787.
Davis, T. (2019). What is Well-Being? Definition, Types, and Well-Being Skills. Psychology Today [Online], 2 January. Available from: https://www.psychologytoday.com/intl/blog/click-here-happiness/201901/what-is-well-being-definition-types-and-well-being-skills [Accessed: 30 June, 2022].
D’Errico, F., Paciello, M., Cerniglia, L. (2016). When emotions enhance students’ engagement in e-learning processes. Journal of E-Learning and Knowledge Society, 12(4), 9-23.
Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C S. Dweck (Eds.). Handbook of Competence and Motivation, 105-121. Guilford Publications.
Ekman, P., Friesen, W., Ellsworth, P. (1972). Emotion in the Human Face: Guidelines for Research and an Integration of Findings. Oxford: Pergamon.
Fredrickson, B., Joiner, T. (2002). Positive emotions trigger upward spirals toward emotional well-being. Psychological Science, 13(2), 172-5.
García, J. (2012). The emotional intelligence, its importance in the learning process. Rev. Educ. 2012 (36), 97–109.
Goleman D. (1998). Working with Emotional Intelligence. New York: Bantam Books.
Gräbel B. F. (2017). The Relationship between Wellbeing and Academic Achievement: A Systematic Review. New York, NY: BMS.
Hubscher-Davidson, S., Devaux, J. (2021). Teaching translation and interpreting in virtual environments. Journal of Specialised Translation, (36), 184-192
Izard, C. E. (1977). Human Emotions. New York: Plenum
Kerzič, D., Kalariparampil, J. A., Alvarado, R. P. B., da Silva Bezerra, D., Cheraghi, M., Dobrowolska, P., Fagbamigbe, A. F., Faris, M. E., Franca, T., Gonzales-Fernandez, B., Gonzales-Robledo, L., Inasius, F., Kar, S. K., Lazanyl, K., Lazar, F., Machin-Mastromatteo, J., Maroco, J., […], Aristovnik, A. (2021). Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries, Journal PLoS ONE, 16(10), 1-23.
Keyes, C. L. M. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior, 43(2), 207–222.
Keyes, C. L. M. (2003). Complete mental health: An agenda for the 21th century. In C. L. M. Keyes & J. Haidt (Eds.), Flourishing: Positive psychology and the life well-lived (pp. 293–312). Washington, DC: American Psychological Association.
Keyes, C. L. M. (2007). Promoting and protecting mental health as flourishing: A complementary strategy for improving national mental health. American Psychologist, 62: 95–108.
Lischer, S., Safi, N., Dickson, C. (2021). Remote learning and students’ mental health during the Covid-19 pandemic: A mixed-method enquiry. Prospects (Paris), 2021, 1-11.
Madigan, D. J. and Curran, T. (2021). Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 33(4), 387-405.
Matos, М., McEwan, К., Kanovský, М., Halamová, Ј., Steindl, S. R., Ferreira, N., Linharelhos, M., Rijo, D., Asano, K., Vilas, S. P., Márquez, M. G., Gregório, S., Brito-Pons, G. [...], Gilbert, P. (2021). The role of social connection on the experience of COVID-19 related post-traumatic growth and stress. PLoS ONE, 16(12).
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., Perrye, R. P. (2011). Measuring emotions in students’ learning and performance: The achievement emotions questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36-48.
Pentaraki, A., Burkholder, G. (2017). Emerging evidence regarding the roles of emotional, behavioural, and cognitive aspects of student engagement in the online classroom. European Journal of Open, Distance and E-Learning, 20(1), 1-21.
Popescu, E. F., Tatucu, M., Dobromirescu, V. (2021). Students’ well-being in online education in Covid-19 context. International Journal of Education and Research, 9(2), ISSN: 2411-5681
Rippé, C.; Weisfeld-Spolter, S.; Yurova, Y.; Kemp, A. (2021). Pandemic pedagogy for the new normal: Fostering perceived control during COVID-19. ZDB-ID, 43(2), 260-276.
Ryff, C. D. and Singer, B. (2006). Best news yet on the six-factor model of wellbeing. Soc. Sci. Res. 35, 1103–1119. doi: 10.1016/j.ssresearch.2006.01.002.
Sazdovska-Pigulovska, M. (2021). Integrating experiential learning in the virtual translation classroom. The Roles and Identities of Interpreters and Translators in an Ever-Changing World: Proceedings of the International Conference, (Hankuk University of Foreign Studies), 43-53. South Korea, Seoul
Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press.
Zapata-Ospina, J.P, Patiño-Lugo, D.F., Vélez, C.M., Campos-Ortiz, S., Madrid-Martínez, P., Pemberthy-Quintero, S., Pérez-Gutiérrez AM, Ramírez-Pérez, P.A., Vélez-Marín, V.M. (2021). Mental health interventions for college and university students during the COVID-19 pandemic: a critical synthesis of the literature. Rev Colomb Psiquiatr, 50(3), 199-213.