Coping and emotions of global higher education students to the Ukraine war worldwide.

Trauma scientists have raised the alarm about the devastating consequences of the Ukraine war on mental health. We examined how higher education students-as indirect victims-coped with this conflict and how they emotionally reacted during 2022. We involved 2314 students from 16 countries through an online survey. A structural equation model indicated significant relations between war-related worry about military and macroeconomics domains and two coping strategies (opposition, support giving), in turn significantly linked with six emotions. The model was strongly invariant across gender, study field, and geographic area. The most frequent emotions were anger and anxiety, followed by two future-centred emotions (hopelessness and hope). Emotions were more frequent for females and students of the countries geographically close to the war region. Our findings call for evidence-based policy recommendations to be implemented by institutions to combat the negative short and long-term psychological sequelae of being witnesses of armed conflicts.

The impact of Digitalized Communication on the effectiveness of Local Administrative Authorities - Findings from Central European Countries in the COVID-19 Crisis.

This paper analyses the impact of the use of digital communication tools in administrative procedures on the effectiveness of local administrative authorities during the COVID-19 pandemic. It considers COVID-19-driven changes in the legal competence of the institutional unit and administrative authorities' orientation to good governance as mediators of this relationship. By applying partial least squares structural equation modelling (PLS-SEM) to survey data (N = 610) from five central European countries, we show that the accelerated use of digitalized communication tools driven by the COVID-19 situation has a positive effect on the effectiveness of local administrative authorities. Our data also indicate that the new laws, instructions and good governance driven by the COVID-19 situation - based on mostly convergent administrative traditions and European trends - partially mediate the relationship between the use of digital communication tools and administrative effectiveness. These findings do not significantly differ between participating countries and bureaucratic traditions. Consequently, the COVID-19 crisis proved to be a joint facilitator of responsive public governance that remained compliant with the rule of law, regardless of whether the national administrative systems were traditionally more legalistically or managerially oriented.

Higher education students' achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey.

The outbreak of the COVID-19 pandemic has had a wide range of negative consequences for higher education students. We explored the generalizability of the control-value theory of achievement emotions for e-learning, focusing on their antecedents. We involved 17019 higher education students from 13 countries, who completed an online survey during the first wave of the pandemic. A structural equation model revealed that proximal antecedents (e-learning self-efficacy, computer self-efficacy) mediated the relation between environmental antecedents (cognitive and motivational quality of the task) and positive and negative achievement emotions, with some exceptions. The model was invariant across country, area of study, and gender. The rates of achievement emotions varied according to these same factors. Beyond their theoretical relevance, these findings could be the basis for policy recommendations to support stakeholders in coping with the challenges of e-learning and the current and future sequelae of the pandemic.

Impacts of the Covid-19 Pandemic on Life of Higher Education Students: Global Survey Dataset from the First Wave.

The Covid-19 pandemic caused by the novel coronavirus SARS-CoV-2 has completely reshaped the lives of people around the world, including higher education students. Beyond serious health consequences for a proportion of those directly affected by the virus, the pandemic holds important implications for the life and work of higher education students, considerably affecting their physical and mental well-being. To capture how students perceived the first wave of the pandemic's impact, one of the most comprehensive and large-scale online surveys across the world was conducted. Carried out between 5 May 2020 and 15 June 2020, the survey came at a time when most countries were experiencing the arduous lockdown restrictions. The online questionnaire was prepared in seven different languages (English, Italian, North Macedonian, Portuguese, Romanian, Spanish, Turkish) and covered various aspects of higher education students' life, including socio-demographic and academic characteristics, academic life, infrastructure and skills for studying from home, social life, emotional life and life circumstances. Using the convenience sampling method, the online questionnaire was distributed to higher education students aged 18 and over and enrolled in a higher education institution. The final dataset consisted of 31,212 responses from 133 countries and 6 continents. The relationships between selected socio-demographic characteristics and elements of student life were tested by using a chi-squared test. The data may prove useful for researchers studying the pandemic's impacts on various aspects of student life. Policymakers can utilize the data to determine the best solutions as they formulate policy recommendations and strategies to support students during this and any future pandemic.

Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries.

The outbreak of the COVID-19 pandemic has dramatically shaped higher education and seen the distinct rise of e-learning as a compulsory element of the modern educational landscape. Accordingly, this study highlights the factors which have influenced how students perceive their academic performance during this emergency changeover to e-learning. The empirical analysis is performed on a sample of 10,092 higher education students from 10 countries across 4 continents during the pandemic's first wave through an online survey. A structural equation model revealed the quality of e-learning was mainly derived from service quality, the teacher's active role in the process of online education, and the overall system quality, while the students' digital competencies and online interactions with their colleagues and teachers were considered to be slightly less important factors. The impact of e-learning quality on the students' performance was strongly mediated by their satisfaction with e-learning. In general, the model gave quite consistent results across countries, gender, study fields, and levels of study. The findings provide a basis for policy recommendations to support decision-makers incorporate e-learning issues in the current and any new similar circumstances.

Exploring critical factors of the perceived usefulness of blended learning for higher education students.

Performed in a Slovenian higher education institution, the presented research was designed to help investigate which factors influence the ways a student perceives an e-course's usefulness in a blended learning environment. The study is based on an online questionnaire completed by 539 students whose participation in the survey was voluntary. Using structural equation modelling, the students' perceptions of different aspects were investigated, including their attitudes to course topics and technology, learning preferences, teachers' role in course design and managing the teaching process. The empirical results show e-learning is positively perceived to be usefulness when: (1) the teacher is engaged and their activities in an e-course, with the (2) a student's attitude to the subject matter and the lecturer's classroom performance having a direct impact, and (3) technology acceptance having an indirect impact. No major differences were revealed when the model was tested on student subgroups sorted by gender, year of study, and students' weekly spare-time activities.

Factors of Trust in Immediate Leaders: An Empirical Study in Police Service Environment.

The study has two objectives-first, to examine the dimensionality of police service employees' job satisfaction and their assessment of the enablers from the Common Assessment Framework, analyzing these facets at different organizational levels, and second, to identify the impact of selected facets of job satisfaction on trust in one's immediate leader. The study is based on a comprehensive on-line questionnaire where 1209 responses from police service employees were acquired, and for the data analysis, factor analysis was first used to formulate the factors of job satisfaction facets and of the Common Assessment Framework enablers. Second, structural equation modelling was performed to identify the correlations of the studied variables. The Common Assessment Framework enabler Strategy/Leadership was significantly correlated with the enabler Processes and had an indirect impact on Trust through direct impacts on Leadership style in the organizational unit and Autonomy/Tasks. Both of the latter determinants had a significant influence on Trust in one's immediate leader. The confirmed the impact of determinants from different hierarchical levels indicates the importance of efforts by managers at all organizational levels should the police management intend to achieve and maintain high levels of trust in one's immediate leader in police service work environment.