Perceived Academic Achievements of Higher Education Students in Times of COVID-19: A Moderated-Mediation Model of Resource Loss and Social Support

This multi-wave longitudinal study among six research universities in Israel examines a potential mechanism by which COVID-19-related concerns in early phases are associated with students' academic achievements as the epidemic progressed. Based on Hobfoll Conservation of Resources Theory (COR), it examined the potential mediating role of loss of resources on the associations between COVID-19-related concerns and academic achievements. It further assessed whether social support moderates the potential mediation effect of resource loss on students' academic achievements. Participants included 564 higher-education students who completed the research questionnaire in the three measurement times: at Time 1 (September–October 2020), at time two that was conducted 7 months later, and at time three that was conducted 15–18 months after Time 1 (January–March 2022). The findings revealed that loss of resources served as a mediator; higher levels of COVID-19-related concerns at T1 were associated with a greater loss of resources at T2, and a greater loss of resources at T2 was linked with fewer academic achievements at T3. Moreover, social support moderated the mediation effect of loss of resources. In conclusion, the COR theoretical model plays a significant role in explaining the mechanism behind academic functioning in the context of the pandemic.