The impact of the COVID-19 pandemic includes a wide range of negative consequences in different life domains. However, current literature is neglecting motivational and emotional constructs related to digital skills, crucial abilities to cope with the new challenges of e-learning education. Involving a sample of 1,940 Italian university students who completed an online survey during May-June 2020, we investigated: (a) whether beliefs concerning digital skills (e-learning/computer self-efficacy) were related to achievement emotions and perceived performance; (b) which life circumstances impacted students’ worries, exploring level of instruction, area of study, and gender differences. E-learning self-efficacy was linked to emotions, in turn related to performance. Concerning antecedents of worries, studying issues were the most salient, while personal physical health was the less salient. Issues concerning the academic/professional future were at an intermediate level. Worries were lower for students of applied sciences and males. Beyond extending the theoretical knowledge on these topics, our findings are the foundation for policy recommendations based on best practices to support stakeholders. Their actions can include practices to improve beliefs concerning digital skills and related self-efficacy (e.g., focusing on communication, developing interventions) and to foster students’ emotional competence regarding e-learning (e.g., activating help-desks, conducting public communication campaigns).
|Titolo:||Digital skills, self-efficacy and emotions: Impact of Covid-19 on Italian university students|
|Data di pubblicazione:||2021|
|Appare nelle tipologie:||02.01 Contributo in volume (Capitolo o Saggio)|