Mediating effects of protective factors on COVID-19 anxiety and academic performance of K to 12 Filipino Learners: A PLS-SEM analysis with WarpPLS

https://doi.org/10.35912/jshe.v2i3.972
Published: May 18, 2022

Abstract:

Purpose: This study investigates the interrelationship among COVID-19 anxiety, mindfulness, COVID-19 information avoidance, preventive behavior, and academic performance.

Research methodology: The study assessed protective factors as mediators of COVID-19 anxiety and academic performance using WarpPLS. The study participants were K-12 Filipino students from a secondary school in Cagayan, Philippines, identified through convenience sampling.

Results: COVID-19 anxiety, mindfulness, information avoidance, and preventive behavior were found to be negatively correlated. Preventive behavior is associated with improved academic performance. Conversely, there was a negative correlation between mindfulness, COVID-19 information avoidance, and academic performance. The association between COVID-19 anxiety and academic achievement is only mediated by mindfulness and preventive behavior.

Limitations: Preventive factors that may affect COVID-19 anxiety and academic achievement are only considered. Also, the participants are limited to a secondary school in Cagayan, Philippines.

Contribution: With the pandemic having a substantial influence on the municipality, the study would be helpful to manage and control the effect of the outbreak on the academic performance of the learners.

Keywords:
1. Academic performance
2. COVID-19 Anxiety
3. PLS-SEM
4. Protective Factors
5. WarpPLS
Authors:
Kevin D. Caratiquit
Lal-lo National High School, Centro, Lal-lo, Cagayan, Philippines
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Caratiquit, K. D. (2022). Mediating effects of protective factors on COVID-19 anxiety and academic performance of K to 12 Filipino Learners: A PLS-SEM analysis with WarpPLS. Journal of Social, Humanity, and Education, 2(3), 225–243. https://doi.org/10.35912/jshe.v2i3.972
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Vol. 2 No. 3 (2022): May
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  2. Akan, H., Gurol, Y., Izbirak, G., Ozdatl?, S., Yilmaz, G., Vitrinel, A., & Hayran, O. (2010). Knowledge and attitudes of university students toward pandemic influenza: a cross-sectional study from Turkey. BMC Public health, 10(1), 1-8.
  3. Åkerstedt, T., Nilsson, P. M., & Kecklund, G. (2009). Sleep and recovery Current perspectives on job-stress recovery: Emerald Group Publishing Limited.
  4. Akulwar-Tajane, I., Shah, A. V., Naik, P. H., & Parmar, K. K. (2020). Rethinking Screen Time During COVID-19: Impact on Sleep and Academic Performance in Physiotherapy Students.
  5. Alrubaiee, G. G., Al-Qalah, T. A. H., & Al-Aawar, M. S. A. (2020). Knowledge, attitudes, anxiety, and preventive behaviours towards COVID-19 among health care providers in Yemen: an online cross-sectional survey. BMC Public health, 20(1), 1-11.
  6. Anila, M., & Dhanalakshmi, D. (2016). Mindfulness based stress reduction for reducing anxiety, enhancing self-control and improving academic performance among adolescent students. Indian Journal of Positive Psychology, 7(4), 390.
  7. Antonova, E., Schlosser, K., Pandey, R., & Kumari, V. (2021). Coping with COVID-19: Mindfulness-based approaches for mitigating mental health crisis. Frontiers in psychiatry, 12, 322.
  8. Baloran, E. T. (2020). Knowledge, attitudes, anxiety, and coping strategies of students during COVID-19 pandemic. Journal of loss and trauma, 25(8), 635-642.
  9. Barclay, D., Higgins, C., & Thompson, R. (1995). The partial least squares (PLS) approach to casual modeling: personal computer adoption ans use as an Illustration.
  10. Barocas, A., Farfan, J., Groenendijk, J., Mendoza, J., Silva, J., Mujica, O., . . . Swaisgood, R. (2021). Disturbance?specific behavioral responses of giant otters exposed to ecotourism and extractive activities. Animal Conservation.
  11. Basco, R. E., & Olea, M. T. (2013). Correlation between anxiety level and academic performance of BS biology freshmen students. International Journal of Educational Research and Technology, 4(1), 97-103.
  12. Beauchemin, J., Hutchins, T. L., & Patterson, F. (2008). Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities. Complementary health practice review, 13(1), 34-45.
  13. Behan, C. (2020). The benefits of meditation and mindfulness practices during times of crisis such as COVID-19. Irish journal of psychological medicine, 37(4), 256-258.
  14. Bendau, A., Petzold, M. B., Pyrkosch, L., Mascarell Maricic, L., Betzler, F., Rogoll, J., . . . Plag, J. (2021). Associations between COVID-19 related media consumption and symptoms of anxiety, depression and COVID-19 related fear in the general population in Germany. European archives of psychiatry and clinical neuroscience, 271(2), 283-291.
  15. Bernstein, G. A., Bernat, D. H., Davis, A. A., & Layne, A. E. (2008). Symptom presentation and classroom functioning in a nonclinical sample of children with social phobia. Depression and anxiety, 25(9), 752-760.
  16. Bóo, S. J., Childs?Fegredo, J., Cooney, S., Datta, B., Dufour, G., Jones, P. B., & Galante, J. (2020). A follow?up study to a randomised control trial to investigate the perceived impact of mindfulness on academic performance in university students. Counselling and Psychotherapy Research, 20(2), 286-301.
  17. Caratiquit, K., & Pablo, R. (2021). Exploring the practices of secondary school teachers in preparing for classroom observation amidst the new normal of education. Journal of Social, Humanity, and Education.
  18. Catingub, D., S. (2020). Learning styles, motivation to learn and academic performance of grade five pupils. International Journal of Science and Management Studies (IJSMS), 3(3). doi:10.51386/25815946/ijsms-v3i3p106
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  20. Chandra, Y. (2020). Online education during COVID-19: perception of academic stress and emotional intelligence coping strategies among college students. Asian Education and Development Studies.
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