Al-Kumaim, N. H., Alhazmi, A. K., Mohammed, F., Gazem, N. A., Shabbir, M. S., & Fazea, Y. (2021). Exploring the impact of the covid-19 pandemic on university students’ learning life: An integrated conceptual motivational model for sustainable and healthy online learning. Sustainability, 13(5), Article 2546. https://doi.org/10.3390/su13052546

Alenizi, M. A. K. (2019). Effectiveness of a program based on a multi-sensory strategy in developing visual perception of primary school learners with learning disabilities: A contextual study of Arabic learners. International Journal of Educational Psychology, 8(1), 72–104. https://doi.org/10.17583/ijep.2019.3346

Altinyelken, H. K., Hoek, L., & Jiang, L. (2020). Improving the psychosocial wellbeing of international students: The relevance of mindfulness. British Journal of Guidance & Counselling, 48(4), 524–536. https://doi.org/10.1080/03069885.2019.1600189

Amriza, R. N. S., Saintika, Y., & Firmansyah, A. Y. (2022). The investigation of student engagement as mediator in ICT readiness and experience on e-learning effectiveness in post-pandemic recovery. In International Conference on ICT for Smart Society (ICISS) (pp. 1–7). IEEE. https://doi.org/10.1109/ICISS55894.2022.9915172

Archbell, K. A., Coplan, R. J., Nocita, G., & Rose-Krasnor, L. (2019). Participation in structured performing arts activities in early to middle childhood: Psychological engagement, stress, and links with socioemotional functioning. Merrill-Palmer Quarterly, 65(3), 329–355. https://doi.org/10.13110/merrpalmquar1982.65.3.0329

Areepattamannil, S., & Santos, I. M. (2019). Adolescent students’ perceived information and communication technology (ICT) competence and autonomy: Examining links to dispositions toward science in 42 countries. Computers in Human Behavior, 98, 50–58. https://doi.org/10.1016/j.chb.2019.04.005

Austin, Z., & Gregory, P. (2020). Understanding psychological engagement and flow in community pharmacy practice. Research in Social and Administrative Pharmacy, 16(4), 488–496. https://doi.org/10.1016/J.SAPHARM.2019.06.013

Barratt, J. M., & Duran, F. (2021). Does psychological capital and social support impact engagement and burnout in online distance learning students? The Internet and Higher Education, 51, Article 100821. https://doi.org/10.1016/j.iheduc.2021.100821

Berndt, A. E. (2020). Sampling methods. Journal of Human Lactation, 36(2), 224-226. https://doi.org/10.1177/0890334420906850  

Carmona-Halty, M., Salanova, M., Llorens, S., & Schaufeli, W. B. (2021). Linking positive emotions and academic performance: The mediated role of academic psychological capital and academic engagement. Current Psychology, 40, 2938–2947. https://doi.org/10.1007/s12144-019-00227-8

Cassia, A. R., Costa, I., da Silva, V. H. C., & de Oliveira Neto, G. C. (2020). Systematic literature review for the development of a conceptual model on the relationship between knowledge sharing, information technology infrastructure and innovative capability. Technology Analysis & Strategic Management, 32(7), 801–821. https://doi.org/10.1080/09537325.2020.1714026

Chisadza, C., Clance, M., Mthembu, T., Nicholls, N., & Yitbarek, E. (2021). Online and face-to-face learning: Evidence from students’ performance during the Covid-19 pandemic. African Development Review, 33(S1), S114–S125. https://doi.org/10.1111/1467-8268.12520

Chiu, T. K. F. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(S1), S14–S30. https://doi.org/10.1080/15391523.2021.1891998

Choi, J. R., Straubhaar, J., Skouras, M., Park, S., Santillana, M., & Strover, S. (2021). Techno-capital: Theorizing media and information literacy through information technology capabilities. New Media & Society, 23(7), 1989–2011. https://doi.org/10.1177/1461444820925800

Cobo‐Rendón, R., Pérez‐Villalobos, M. V., Páez‐Rovira, D., & Gracia‐Leiva, M. (2020). A longitudinal study: Affective well-being, psychological well-being, self‐efficacy and academic performance among first‐year undergraduate students. Scandinavian Journal of Psychology, 61(4), 518–526. https://doi.org/10.1111/sjop.12618

Durón-Ramos, M., Perez, M., & Chacón-Andrade, E. R. (2022). Orientations to happiness and university students’ engagement during the COVID-19 Era: Evidence from Six American Countries. International Journal of Educational Psychology, 11(1), 50–67. https://doi.org/10.17583/ijep.9198

Ekpenyong, J. A., Owan, V. J., Mbon, U. F., & Undie, S. B. (2023). Family and community inputs as predictors of students’ overall, cognitive, affective and psychomotor learning outcomes in secondary schools. Journal of Pedagogical Research, 7(1), 103-127. https://doi.org/10.33902/JPR.202319099

Elfaki, N. K., Abdulraheem, I., & Abdulrahim, R. (2019). Impact of e-learning vs traditional learning on students’ performance and attitude. International Medical Journal, 8(10), 76–82. https://bit.ly/3ZTRIeS

Engin, G. (2020). An examination of primary school students’ academic achievements and motivation in terms of parents’ attitudes, teacher motivation, teacher self-efficacy and leadership approach. International Journal of Progressive Education, 16(1), 257–276. https://doi.org/10.29329/ijpe.2020.228.18

Enneking, K. M., Breitenstein, G. R., Coleman, A. F., Reeves, J. H., Wang, Y., & Grove, N. P. (2019). The evaluation of a hybrid, general chemistry laboratory curriculum: Impact on students’ cognitive, affective, and psychomotor learning. Journal of Chemical Education, 96(6), 1058–1067. https://doi.org/10.1021/acs.jchemed.8b00637

Fang, F. C., Benson, C. A., Del Rio, C., Edwards, K. M., Fowler, V. G., Fredricks, D. N., Limaye, A. P., Murray, B. E., Naggie, S., Pappas, P. G., Patel, R., Paterson, D. L., Pegues, D. A., Petri, W. A., & Schooley, R. T. (2021). Covid-19-Lessons Learned and Questions Remaining. Clinical Infectious Diseases, 72(12), 2225–2240. https://doi.org/10.1093/cid/ciaa1654

Farrell, O., & Brunton, J. (2020). A balancing act: A window into online student engagement experiences. International Journal of Educational Technology in Higher Education, 17, Article 25. https://doi.org/10.1186/s41239-020-00199-x

Fasey, K. J., Sarkar, M., Wagstaff, C. R. D., & Johnston, J. (2022). Understanding organizational resilience in elite sport: An exploration of psychosocial processes. Psychology of Sport and Exercise, 62, Article 102236. https://doi.org/10.1016/j.psychsport.2022.102236

Granić, A. (2022). Enhancing online participation in education: Quarter century of research. Journal of Computers in Education. Advance online publication. https://doi.org/10.1007/s40692-022-00238-8

Guitert, M., Romeu, T., & Baztán, P. (2021). The digital competence framework for primary and secondary schools in Europe. European Journal of Education, 56, 133–149. https://doi.org/10.1111/ejed.12430

Guzal, N. (2022). Pedagogical-Psychological Aspects of the Formation of Social Consciousness in Preschool Children. Yosh Tadqiqotchi Jurnali, 1(5), 40–46. http://bit.ly/3GuKuHC

Halverson, L. R., & Graham, C. R. (2019). Learner engagement in blended learning environments: A conceptual framework. Online Learning, 23(2), 145–178. https://doi.org/10.24059/olj.v23i2.1481

Hempel, B., Kiehlbaugh, K., & Blowers, P. (2020). Scalable and practical teaching practices faculty can deploy to increase retention: A faculty cookbook for increasing student success. Education for Chemical Engineers, 33, 45–65. https://doi.org/10.1016/j.ece.2020.07.004

Kent, F., Glass, S., Courtney, J., Thorpe, J., & Nisbet, G. (2020). Sustainable interprofessional learning on clinical placements: The value of observing others at work. Journal of Interprofessional Care, 34(6), 812–818. https://doi.org/10.1080/13561820.2019.1702932

Kim, J. (2020). Learning and teaching online during Covid-19: Experiences of student teachers in an early childhood education practicum. International Journal of Early Childhood, 52, 145–158. https://doi.org/10.1007/s13158-020-00272-6

Kurtovic, A., Vrdoljak, G., & Idzanovic, A. (2019). Predicting procrastination: The role of academic achievement, self-efficacy and perfectionism. International Journal of Educational Psychology, 8(1), 1–26. https://doi.org/10.17583/ijep.2019.2993

Le, V. T., Nguyen, N. H., Tran, T. L. N., Nguyen, L. T., Nguyen, T. A., & Nguyen, M. T. (2022). The interaction patterns of pandemic-initiated online teaching: How teachers adapted. System, 105, Article 102755. https://doi.org/10.1016/J.SYSTEM.2022.102755

Lidyasari, A. T., Rachmawati, I., da Costa, A., & Wanyi, P. (2022). How are the Cognitive, Affective, and Psychomotor Levels of Primary School Learners Living in Suburban Area of Yogyakarta based on Career Development? Jurnal Prima Edukasia, 10(2), 130-137. https://doi.org/10.21831/jpe.v10i2.48061

Ma, Y., & Qin, X. (2021). Measurement invariance of information, communication and technology (ICT) engagement and its relationship with student academic literacy: Evidence from PISA 2018. Studies in Educational Evaluation, 68, Article 100982. https://doi.org/10.1016/J.STUEDUC.2021.100982

Mackolil, J., & Mackolil, J. (2020). Addressing psychosocial problems associated with the COVID-19 lockdown. Asian Journal of Psychiatry, 51, Article 102156. https://doi.org/10.1016/j.ajp.2020.102156

Meng, L., Qiu, C., & Boyd-Wilson, B. (2019). Measurement invariance of the ICT engagement construct and its association with students’ performance in China and Germany: Evidence from PISA 2015 data. British Journal of Educational Technology, 50(6), 3233–3251. https://doi.org/10.1111/bjet.12729

Möller, S. P., Apputhurai, P., Tye-Din, J. A., & Knowles, S. R. (2021). Quality of life in coeliac disease: Relationship between psychosocial processes and quality of life in a sample of 1697 adults living with coeliac disease. Journal of Psychosomatic Research, 151, Article 110652. https://doi.org/10.1016/J.JPSYCHORES.2021.110652

Muenks, K., Canning, E. A., LaCosse, J., Green, D. J., Zirkel, S., Garcia, J. A., & Murphy, M. C. (2020). Does my professor think my ability can change? Students’ perceptions of their STEM professors’ mindset beliefs predict their psychological vulnerability, engagement, and performance in class. Journal of Experimental Psychology: General, 149(11), 2119-2144. https://psycnet.apa.org/doi/10.1037/xge0000763

Oralbekova, A., Begalieva, S., Ortaeva, A., Magauova, A., & Suleimen, M. (2021). Teachers’ readiness to use ICT in the conditions of inclusive education. E3S Web of Conferences, 258, Article 7021. https://doi.org/10.1051/e3sconf/202125807021

Palacios-Barrios, E. E., & Hanson, J. L. (2019). Poverty and self-regulation: Connecting psychosocial processes, neurobiology, and the risk for psychopathology. Comprehensive Psychiatry, 90, 52–64. https://doi.org/10.1016/j.comppsych.2018.12.012

Park, M., & Son, J.-B. (2022). Pre-service EFL teachers’ readiness in computer-assisted language learning and teaching. Asia Pacific Journal of Education, 42(2), 320–334. https://doi.org/10.1080/02188791.2020.1815649

Pham, L., Limbu, Y. B., Bui, T. K., Nguyen, H. T., & Pham, H. T. (2019). Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam. International Journal of Educational Technology in Higher Education, 16, Article 7. https://doi.org/10.1186/s41239-019-0136-3

Pischetola, M. (2022). Exploring the relationship between in-service teachers’ beliefs and technology adoption in Brazilian primary schools. International Journal of Technology and Design Education, 32, 75–98. https://doi.org/10.1007/s10798-020-09610-0

Rasmitadila, Widyasari, Prasetyo, T., Rachmadtullah, R., Samsudin, A., & Aliyyah, R. R. (2021). General teachers’ experience of the brain’s natural learning systems-based instructional approach in inclusive classroom. International Journal of Instruction, 14(3), 95–116. https://doi.org/10.29333/iji.2021.1436a

Ratanasiripong, P., Wang, C. D. C., Ratanasiripong, N., Hanklang, S., Kathalae, D., & Chumchai, P. (2022). Impact of psychosocial factors on academic performance of nursing students in Thailand. Journal of Health Research, 36(4), 598–606. https://doi.org/10.1108/JHR-07-2020-0242

Raza, S. A., Qazi, W., & Yousufi, S. Q. (2021). The influence of psychological, motivational, and behavioral factors on university students’ achievements: The mediating effect of academic adjustment. Journal of Applied Research in Higher Education, 13(3), 849–870. https://doi.org/10.1108/JARHE-03-2020-0065

Realyvásquez-Vargas, A., Maldonado-Macías, A. A., Arredondo-Soto, K. C., Baez-Lopez, Y., Carrillo-Gutiérrez, T., & Hernández-Escobedo, G. (2020). The impact of environmental factors on academic performance of university students taking online classes during the COVID-19 pandemic in Mexico. Sustainability, 12(21), Article 9194. https://doi.org/10.3390/su12219194

Rubach, C., & Lazarides, R. (2021). Addressing 21st-century digital skills in schools – Development and validation of an instrument to measure teachers’ basic ICT competence beliefs. Computers in Human Behavior, 118, Article 106636. https://doi.org/10.1016/J.CHB.2020.106636

Saarinen, A. I. L., Lipsanen, J., Hintsanen, M., Huotilainen, M., & Keltikangas-Järvinen, L. (2021). The use of digital technologies at school and cognitive learning outcomes: A population-based study in Finland. International Journal of Educational Psychology, 10(1), 1–26. https://doi.org/10.17583/IJEP.2021.4667

Siddiq, F., & Scherer, R. (2019). Is there a gender gap? A meta-analysis of the gender differences in students’ ICT literacy. Educational Research Review, 27, 205–217. https://doi.org/10.1016/J.EDUREV.2019.03.007

Skaalvik, C. (2020). School principal self-efficacy for instructional leadership: Relations with engagement, emotional exhaustion and motivation to quit. Social Psychology of Education, 23, 479-498. https://doi.org/10.1007/s11218-020-09544-4

Sobreviñas, M. T. F. S., Falcoto, L. W. B., Espaldon, J. K. M., Encarnacion, S., Molleno, M. G., Lugtu, C. C., Ramos, S. J. L., Comendador, J., & Francisco, C. D. C. (2021). Effects of Students’ ICT Competencies on Their Research Capabilities and Productivity. International Journal of Academic Multidisciplinary Research, 5(1), 55-59. https://bit.ly/3mgweLM

Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, Article 100314. https://doi.org/10.1016/j.edurev.2020.100314

Tiamiyu, T., Quoquab, F., & Mohammad, J. (2020). To switch or not to switch: The role of tourists’ psychological engagement in the context of Airbnb Malaysia. International Journal of Tourism Cities, 6(1), 175–196. https://doi.org/10.1108/IJTC-09-2019-0158

Timms, C., Fishman, T., Godineau, A., Granger, J., & Sibanda, T. (2018). Psychological engagement of university students: Learning communities and family relationships. Journal of Applied Research in Higher Education, 10(3), 243–255. https://doi.org/10.1108/JARHE-09-2017-0107

Tomczyk, Ł., Potyrała, K., Włoch, A., Wnęk-Gozdek, J., & Demeshkant, N. (2020). Evaluation of the functionality of a new e-learning platform vs. Previous experiences in e-learning and the self-assessment of own digital literacy. Sustainability, 12(23), Article 10219. https://doi.org/10.3390/su122310219

Uyun, M., & Warsah, I. (2021). Psikologi pendidikan [Educational psychology]. Deepublish.

Uyun, M., & Yoseanto, B. L. (2022a). Buku seri metode penelitian: Studi kasus confirmatory faktor analysis untuk penelitian psikologi dengan Amos [Research methods book series: Confirmatory factor analysis case studies for psychological research with Amos]. Deepublish.

Uyun, M., & Yoseanto, B. L. (2022b). Seri buku psikologi: pengantar metode penelitian kuantitatif [Psychology book series: Introduction to quantitative research methods]. Deepublish.

Vayre, E., & Vonthron, A.-M. (2017). Psychological engagement of students in distance and online learning: Effects of self-efficacy and psychosocial processes. Journal of Educational Computing Research, 55(2), 197–218. https://doi.org/10.1177/0735633116656849

Wilson, J. M., Gheith, R. H., Lowery, R. P., Reber, D. D., Stefan, M. W., Koche, L. S., Rolnik, B. M., Ganz, A. B., & Sharp, M. H. (2021). Non-traditional immersive seminars enhance learning by promoting greater physiological and psychological engagement compared to a traditional lecture format. Physiology & Behavior, 238, Article 113461. https://doi.org/10.1016/J.PHYSBEH.2021.113461