Emotional Adaptability as a Predictor of Academic Persistence in Hybrid Classrooms

Michael Turner

Emotional Adaptability as a Predictor of Academic Persistence in Hybrid Classrooms

Author(s)	Dr. Michael Turner
Country	United States
Abstract	The rapid expansion of hybrid education has transformed the academic experiences of university students by combining face-to-face instruction with digitally mediated learning. Although hybrid classrooms provide flexibility and access to diverse learning resources, they also require students to manage changing learning environments, varying communication patterns, technological demands, and differences in academic workload. These conditions may create emotional challenges that influence students’ willingness and ability to persist with academic tasks. The present study examines emotional adaptability as a potential predictor of academic persistence in hybrid classrooms. A quantitative correlational research design was adopted to investigate the association between students’ emotional adaptability and their persistence in academic activities. The proposed study involved 220 undergraduate students enrolled in hybrid learning programs. Emotional adaptability was assessed through indicators such as emotional regulation, adjustment to changing academic conditions, coping flexibility, and recovery from academic setbacks. Academic persistence was examined through sustained task engagement, completion of academic responsibilities, continuation of effort during difficulty, and commitment to academic goals. Illustrative findings suggest that students with higher levels of emotional adaptability demonstrate stronger academic persistence than students with comparatively lower adaptability. The findings further indicate that emotional regulation, flexible coping, and adjustment to changing classroom conditions may contribute substantially to students’ capacity to maintain academic effort. The study highlights the importance of considering emotional adaptability as an important psychological resource within hybrid education and suggests that universities can strengthen persistence by integrating emotional-support and adaptive-learning practices into academic programs.
Keywords	Emotional Adaptability, Academic Persistence, Hybrid Classrooms, Emotional Regulation, Student Engagement, Academic Motivation, Higher Education, Adaptive Learning
Field	Engineering
Published In	Volume 1, Issue 2, March-April 2020
Published On	2020-03-12

View / Download PDF File

About AJAMIR Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us		+1-872-302-3851	editor@ajamir.com

American Journal of Advanced Multidisciplinary Innovation and Research

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Emotional Adaptability as a Predictor of Academic Persistence in Hybrid Classrooms

Share this