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.info:eu-repo/semantics/publishedVersio

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.info:eu-repo/semantics/publishedVersio

Experimental investigation on the seismic performance of masonry buildings using shaking table testing

Masonry buildings worldwide exhibited severe damage and collapse in recent strong earthquake events. It is known that their brittle behavior, which is mainly due to the combination of lowtensile strength, largemass and insufficient connection between structural elements, is the main limitation for their structural implementation in residential buildings. A new construction system for masonry buildings using concrete blocks units and trussed reinforcement is presented here and its seismic behavior is validated through shaking table tests. Dynamic tests of two geometrically identical two-story reduced scale (1:2) models have been carried out, considering artificial accelerograms compatible with the elastic response spectrum defined by the Eurocode 8. The first model was reinforced with the new proposed system while the second modelwas built with unreinforced masonry. The experimental analysis encompasses local and global parameters such as cracking patterns, failure mechanisms, and in-plane and out-of-plane behavior in terms of displacements and lateral drifts from where the global dynamic behavior of the two buildings is analyzed comparatively. Finally, behavior factors for the design recommendations in case of unreinforced masonry are alsoevaluated.QREN (POFC) - ADI - Agência de Inovaçã