Measuring the impacts of covid-19 panic on international students’ performance at University of Wollongong considering the measures have been taken by authorities. | ||||
| العلوم التربوية | ||||
| Volume 30, Issue 3 - Serial Number 1, July 2022, Page 1-18 | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/ssj.2022.267821 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Hamoud Saud Alduhaim Alduhaim | ||||
| جامعة | ||||
| Abstract | ||||
| 1.Introduction: In the beginning, it is highly important to know the advantages of studying and having degrees overseas and to know what it could give students, starting from the experience, the knowledge, the self-confidence and shaping of the students personalities. For example, according to Saravanan, Alias & Mohamad (2017), it is important to know that studying overseas has huge positive effects on students’ self-development, it shapes students’ personalities and it enhances students’ thinking. However, it is also important to know that studying overseas has many disadvantages. For instance, for international students, the fact of being in a foreign country makes students’ performance always subject to stress, anxiety and psychological issues. As specified by Struthers, Perry & Menec (2000), there is a link between the stress and academic performance, where is more elevated levels of pressure and stress are related to lower marks, and lower levels of pressure and stress can lead to higher marks. In addition, in these uncertain times where covid-19 is continuously spreading around the world, a lot of positive cases have been reported by the Australian Ministry of health (2020). This could make the environment in Australian universities stressful for students. Hence, international students’ performance could be impacted by this situation. The purpose of this research is to explore the impact of covid-19 panic on international students’ performance at the University of Wollongong under the current circumstances and the measures that have been taken by authorities. | ||||
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