Document Type
Honors Project
Publication Date
6-5-2024
Abstract
As higher education in the U.S. approaches a post-Covid-19 pandemic era, the trajectory of college students’ academic experience remains unclear. Two questions are addressed in this study. How do college students perceive their academic experience over time, including the Covid-19 pandemic? Has college students’ learning recovered since the peak of the pandemic in April 2020? This study investigated students' perceptions of their academic motivation, learning strategies, perceived Covid stress and academic dishonesty from 2019 to 2023. A total of 99 undergraduate students from Lawrence University completed an online survey. Quantitative and qualitative data were collected for analyses. The results implied that students grew in their motivation and learning strategies after the peak of Covid-19 pandemic, though such experience of recovery or growth may not be applicable for all students. In conclusion, this project informs how students perceived their academic journey before, during, and after the Covid-19 pandemic. This can inform institutions’ future responses to students’ differing learning experiences as well as students’ understanding of their own experiences.
Level of Honors
cum laude
Department
Psychology
Advisor
Linnea Ng
Recommended Citation
Yuan, Caleb Wang, "Learning Strategies, Motivation, Perceived Covid Stress, and Academic Dishonesty: U.S. College Students’ Perceived Experience from 2019 - 2023" (2024). Lawrence University Honors Projects. 193.
https://lux.lawrence.edu/luhp/193