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Findings indicate greater use of adaptive coping (positive reappraisal, acceptance, refocus on planning) and less use of maladaptive strategies (blaming others, catastrophising). Self-regulated learning strategies—environment structuring and goal setting—were used more frequently, and self-regulation and positivity explained 40% of the variance.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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during the Covid-19 Pandemic in Relation to Self-Regulation and Positivity  \nMojca Juriševič*1, Lana Lavrih2, Amela Lišić3, Neža Podlogar4 and Urška Žerak4  \n• The main objective of the present research was to explore students’ experiences of emergency remote teaching during the Covid-19 pandemic. Specifically, we were interested in how strategies for coping with an emergency situation, learning strategies and positivity relate to this experience. A total of 337 university students participated in the study. The data were collected with an online questionnaire. The results show that students used more adaptive coping strategies (positive reappraisal, acceptance andrefocus on planning) and fewer maladaptive strategies (blaming others, catastrophising). Furthermore, students reported the frequent use of two self-regulated learning strategies, i.e., environment structuring and goal setting, and the less frequent use of task strategies. Self-regulation and positivity explained a total of 40% of the variance of the students’ experience during the pandemic. Important predictors for more constructive experience were the frequent use of goal setting and environment structuring strategies, more pronounced positivity, and less frequent use of thecatastrophising coping strategy. The research findings contribute to a better understanding of students’ emergency remote teaching and learning experience during the pandemic and its correlates. Moreover, the findings could enable academic staff to focus on the essential elements when supporting students to cope with the pandemic.  \nKeywords: coping strategies, cognitive emotion regulation, learning strategies, positivity, pandemic  \n1 *Corresponding Author. Faculty of Education, University of Ljubljana, Slovenia; [mojca.jurisevic@pef.uni-lj.si](mojca.jurisevic@pef.uni-lj.si).  \n2 Student at Faculty of Education and Faculty of Arts, University of Ljubljana, Slovenia.  \n3 Graduate from Faculty of Education and Faculty of Arts, University of Ljubljana, Slovenia.  \n4 Faculty of Education, University of Ljubljana, Slovenia.  \nIzkušnje študentov z izrednim poučevanjem na daljavomed pandemijo covida-19 v odnosu do samoregulacijein pozitivnosti  \nMojca Juriševič, Lana Lavrih, Amela Lišić, Neža Podlogar in Urška Žerak  \n• Glavni cilj raziskave je bil preučiti izkušnje študentov z izrednim učenjem in s poučevanjem na daljavo med pandemijo covida-19 . Zanimalonas je, v kakšnem odnosu s to izkušnjo so njihove strategije za spoprijemanje z izrednimi razmerami, učne strategije in pozitivnost. V raziskavi je sodelovalo 337 študentov. Podatki so bili zbrani s spletnim vprašalnikom. Rezultati kažejo, da so študentje uporabljali bolj prilagojene strategije spoprijemanja (pozitivno prevrednotenje, sprijaznjenje in preusmerjanje k načrtovanju) in manj neprilagojenih strategij (obtoževanje drugih, katastrofiranje). Poleg tega so študentje poročali o pogosti uporabi dveh učnih strategij, tj. strukturiranju okolja in postavljanju ciljev, ter o manj pogosti uporabi strategije prilagoditve načina dela. Samoregulacija in pozitivnost sta skupaj pojasnili 40 % variance študentskih izkušenj med pandemijo. Pomembni napovedniki za bolj konstruktivneizkušnje so bili pogosta uporaba strategij za določanje ciljev in strukturiranja okolja, izrazitejša pozitivnost in manj pogosta uporaba katastrofiranja kot strategije spoprijemanja. Ugotovitve raziskave prispevajo kboljšemu razumevanju učnih izkušenj študentov z izrednim učenjem ins poučevanjem na daljavo med pandemijo ter njihovih korelatov. Poleg tega visokošolskim učiteljem in sodelavcem omogočajo, da se pri podpori študentom za spoprijemanje s pandemijo osredinijo na bistvene elemente.  \nKljučne besede: strategije spoprijemanja, kognitivno uravnavanje čustev, učne strategije, pozitivnost, pandemija  \nIntroduction  \nIn March 2020, the onset of the Covid-19 pandemic led to the transfer","cbCaijSxPekE9xra","https://ap.wps.com/l/cbCaijSxPekE9xra","pdf",248389,22,"English","# Introduction\n## Study context and transition to distance learning\n## Challenges and impacts on students and educators","[{\"question\":\"What was the main objective of the research?\",\"answer\":\"To investigate university students’ experiences of emergency remote teaching during the Covid-19 pandemic and how coping strategies, learning strategies, and positivity relate to those experiences.\"},{\"question\":\"How were the research data collected and how many participants participated?\",\"answer\":\"Data were collected via an online questionnaire from 337 university students.\"},{\"question\":\"Which coping and learning strategies were linked to a more constructive experience?\",\"answer\":\"Frequent goal setting and environment structuring, more pronounced positivity, and less frequent use of catastrophising were key predictors of a more constructive experience.\"}]","Higher Education Students’ Experience of Emergency Remote Teaching during the Covid-19 Pandemic in Relation to Self-Regulation and Positivity | PDF",1792086618,55]