The Relationship between Positive Emotion, Self-Efficacy, and Student Engagement during the Covid-19 Pandemic
- February 4, 2021
- Posted by: RSIS Team
- Categories: COVID-19, IJRISS, Psychology
International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue I, January 2021 | ISSN 2454–6186
Surahman1*, Moh Fauzil Adhim2
1, 2 Master of Psychology, University of Muhammadiyah Malang, Indonesia
Corresponding Author*
Abstract: During the Covid-19 pandemic, students are urged to do online learning hence their involvement in learning is decreased. Student engagement can be advanced by positive emotion through confidence towards students’ abilities. This study aims to determine the effect of positive emotion on student engagement mediated by self-efficacy. This type of research is a non-experimental quantitative study with a correlational approach. The instrument utilized is Dispositional Positive Emotion Scale (DPES), Measuring School Engagement (MSE), and Academic Efficacy. The research subjects were high school students (N = 188). The results showed that self-efficacy can act as a mediator for the relationship between positive emotion and student engagement. Particular effects of positive emotion appeared as a result of student engagement and self-efficacy.
Keywords: Covid-19, positive emotion, self-efficacy, student engagement
I. INTRODUCTION
Since March 2020, the Indonesian authority issued several emergency educational policies to prevent the spread of the Covid-19 virus, one of which is learning from home (Kemendikbud, 2020). The Covid-19 pandemic caused classroom learning to be halted and carried out online. The interaction between teachers and students cannot be carried out as usual, resulting in decreased student involvement in learning(Chu, 2020).
Engagement and interaction between student-teacher interaction during online learning emanates in difficulties for students in understanding knowledge (Zhu, 2006). The efforts to increase student engagement during the Covid-19 pandemic are important to preserve the quality of learning(Chu, 2020; Gares et al., 2020; Perets et al., 2020; Yang et al., 2020; Zayapragassarazan, 2020).
