Student Perceptions of Academic Functioning During the COVID-19 Pandemic in Germany
Background: The COVID-19 pandemic posed unprecedented challenges to higher education in Germany, necessitating a rapid transition to remote learning. This study evaluates the impact of the pandemic on academic functioning among German university students. Methods: An online survey was conducted with...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-11-01
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| Series: | COVID |
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| Online Access: | https://www.mdpi.com/2673-8112/4/11/123 |
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| author | Pauline A. Hendriksen Anna H. Koyun Johan Garssen Ann-Kathrin Stock Joris C. Verster |
| author_facet | Pauline A. Hendriksen Anna H. Koyun Johan Garssen Ann-Kathrin Stock Joris C. Verster |
| author_sort | Pauline A. Hendriksen |
| collection | DOAJ |
| description | Background: The COVID-19 pandemic posed unprecedented challenges to higher education in Germany, necessitating a rapid transition to remote learning. This study evaluates the impact of the pandemic on academic functioning among German university students. Methods: An online survey was conducted with 207 students aged 18 to 35. Results: Significantly poorer academic functioning was evident during the pandemic, particularly in academic output and role satisfaction. Younger students (18 to 24 years) experienced a greater decrease in contact with teachers and lower academic output compared to older students (25 to 35 years). These findings suggest that younger students may struggle more with remote learning due to challenges in self-regulation and time management. Additionally, pandemic-induced disruptions blurred the boundaries between work and personal life, increasing stress and adversely affecting academic performance. No significant differences were found based on sex or living situation. Conclusion: Academic functioning was significantly poorer during the COVID-19 pandemic. This finding highlights the need for targeted support strategies to mitigate the negative effects of the pandemic on students’ academic performance and well-being. Further research is recommended to explore the long-term implications of the pandemic on academic outcomes and student well-being. |
| format | Article |
| id | doaj-art-5400a1c5359f4277bc760ee4d8060fbc |
| institution | OA Journals |
| issn | 2673-8112 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | COVID |
| spelling | doaj-art-5400a1c5359f4277bc760ee4d8060fbc2025-08-20T01:53:44ZengMDPI AGCOVID2673-81122024-11-014111764177510.3390/covid4110123Student Perceptions of Academic Functioning During the COVID-19 Pandemic in GermanyPauline A. Hendriksen0Anna H. Koyun1Johan Garssen2Ann-Kathrin Stock3Joris C. Verster4Division of Pharmacology, Utrecht Institute for Pharmaceutical Sciences, Utrecht University, Universiteitsweg 99, 3584 CG Utrecht, The NetherlandsCognitive Neurophysiology, Department of Child and Adolescent Psychiatry, Faculty of Medicine, TU Dresden, D-01307 Dresden, GermanyDivision of Pharmacology, Utrecht Institute for Pharmaceutical Sciences, Utrecht University, Universiteitsweg 99, 3584 CG Utrecht, The NetherlandsCognitive Neurophysiology, Department of Child and Adolescent Psychiatry, Faculty of Medicine, TU Dresden, D-01307 Dresden, GermanyDivision of Pharmacology, Utrecht Institute for Pharmaceutical Sciences, Utrecht University, Universiteitsweg 99, 3584 CG Utrecht, The NetherlandsBackground: The COVID-19 pandemic posed unprecedented challenges to higher education in Germany, necessitating a rapid transition to remote learning. This study evaluates the impact of the pandemic on academic functioning among German university students. Methods: An online survey was conducted with 207 students aged 18 to 35. Results: Significantly poorer academic functioning was evident during the pandemic, particularly in academic output and role satisfaction. Younger students (18 to 24 years) experienced a greater decrease in contact with teachers and lower academic output compared to older students (25 to 35 years). These findings suggest that younger students may struggle more with remote learning due to challenges in self-regulation and time management. Additionally, pandemic-induced disruptions blurred the boundaries between work and personal life, increasing stress and adversely affecting academic performance. No significant differences were found based on sex or living situation. Conclusion: Academic functioning was significantly poorer during the COVID-19 pandemic. This finding highlights the need for targeted support strategies to mitigate the negative effects of the pandemic on students’ academic performance and well-being. Further research is recommended to explore the long-term implications of the pandemic on academic outcomes and student well-being.https://www.mdpi.com/2673-8112/4/11/123COVID-19academic functioningstudentsrole satisfaction |
| spellingShingle | Pauline A. Hendriksen Anna H. Koyun Johan Garssen Ann-Kathrin Stock Joris C. Verster Student Perceptions of Academic Functioning During the COVID-19 Pandemic in Germany COVID COVID-19 academic functioning students role satisfaction |
| title | Student Perceptions of Academic Functioning During the COVID-19 Pandemic in Germany |
| title_full | Student Perceptions of Academic Functioning During the COVID-19 Pandemic in Germany |
| title_fullStr | Student Perceptions of Academic Functioning During the COVID-19 Pandemic in Germany |
| title_full_unstemmed | Student Perceptions of Academic Functioning During the COVID-19 Pandemic in Germany |
| title_short | Student Perceptions of Academic Functioning During the COVID-19 Pandemic in Germany |
| title_sort | student perceptions of academic functioning during the covid 19 pandemic in germany |
| topic | COVID-19 academic functioning students role satisfaction |
| url | https://www.mdpi.com/2673-8112/4/11/123 |
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