Academic Well-Being in Higher Education: A Cross-Country Analysis of the Relationship Between Perceptions of Instruction and Academic Well-Being

The purpose of this research was to explore the relationship between university students’ perceptions of the overall quality of instruction (PQI) they experienced since COVID-19 and their academic well-being. This relationship was examined in the context of a moderated moderation with students’ hous...

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Autores principales:	Dana K. Donohue, Juan Bornman
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	academic well-being power distance quality of instruction income cultural values Psychology BF1-990
Acceso en línea:	https://doaj.org/article/f40e37b9fd0a4b6da1aff96bc882d549
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spelling	oai:doaj.org-article:f40e37b9fd0a4b6da1aff96bc882d5492021-12-03T05:12:14ZAcademic Well-Being in Higher Education: A Cross-Country Analysis of the Relationship Between Perceptions of Instruction and Academic Well-Being1664-107810.3389/fpsyg.2021.766307https://doaj.org/article/f40e37b9fd0a4b6da1aff96bc882d5492021-12-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.766307/fullhttps://doaj.org/toc/1664-1078The purpose of this research was to explore the relationship between university students’ perceptions of the overall quality of instruction (PQI) they experienced since COVID-19 and their academic well-being. This relationship was examined in the context of a moderated moderation with students’ household income and the cultural value of power distance (PD), which measures the extent to which less powerful members of an organization expect and accept that power is unequally distributed. Two countries with societally moderate levels of PD (South Africa and the United States) were assessed. Moderated moderations between PQI, income, and PD were found for the academic well-being of students from both the United States and South Africa. The patterns of interactions were in some ways similar and other ways different, highlighting the complexity of how students may react to potential stressors in their academic environment. Potential explanations and implications of these results are discussed.Dana K. DonohueJuan BornmanFrontiers Media S.A.articleacademic well-beingpower distancequality of instructionincomecultural valuesPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	academic well-being power distance quality of instruction income cultural values Psychology BF1-990
spellingShingle	academic well-being power distance quality of instruction income cultural values Psychology BF1-990 Dana K. Donohue Juan Bornman Academic Well-Being in Higher Education: A Cross-Country Analysis of the Relationship Between Perceptions of Instruction and Academic Well-Being
description	The purpose of this research was to explore the relationship between university students’ perceptions of the overall quality of instruction (PQI) they experienced since COVID-19 and their academic well-being. This relationship was examined in the context of a moderated moderation with students’ household income and the cultural value of power distance (PD), which measures the extent to which less powerful members of an organization expect and accept that power is unequally distributed. Two countries with societally moderate levels of PD (South Africa and the United States) were assessed. Moderated moderations between PQI, income, and PD were found for the academic well-being of students from both the United States and South Africa. The patterns of interactions were in some ways similar and other ways different, highlighting the complexity of how students may react to potential stressors in their academic environment. Potential explanations and implications of these results are discussed.
format	article
author	Dana K. Donohue Juan Bornman
author_facet	Dana K. Donohue Juan Bornman
author_sort	Dana K. Donohue
title	Academic Well-Being in Higher Education: A Cross-Country Analysis of the Relationship Between Perceptions of Instruction and Academic Well-Being
title_short	Academic Well-Being in Higher Education: A Cross-Country Analysis of the Relationship Between Perceptions of Instruction and Academic Well-Being
title_full	Academic Well-Being in Higher Education: A Cross-Country Analysis of the Relationship Between Perceptions of Instruction and Academic Well-Being
title_fullStr	Academic Well-Being in Higher Education: A Cross-Country Analysis of the Relationship Between Perceptions of Instruction and Academic Well-Being
title_full_unstemmed	Academic Well-Being in Higher Education: A Cross-Country Analysis of the Relationship Between Perceptions of Instruction and Academic Well-Being
title_sort	academic well-being in higher education: a cross-country analysis of the relationship between perceptions of instruction and academic well-being
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/f40e37b9fd0a4b6da1aff96bc882d549
work_keys_str_mv	AT danakdonohue academicwellbeinginhighereducationacrosscountryanalysisoftherelationshipbetweenperceptionsofinstructionandacademicwellbeing AT juanbornman academicwellbeinginhighereducationacrosscountryanalysisoftherelationshipbetweenperceptionsofinstructionandacademicwellbeing
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Academic Well-Being in Higher Education: A Cross-Country Analysis of the Relationship Between Perceptions of Instruction and Academic Well-Being

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