Negative Emotions and e-Learning Academic Performance of Engineering Students in a Private University

Abstract

One of the early pandemic COVID-19 effects on the educational sector is that learning activities need
to be conducted fully online (e-learning). This circumstance can trigger negative emotions that
contribute to students’ academic performance. This study aimed to find empirical data regarding the
relationship of negative emotions and students academic performance in this particular situation. The
study was a cross-sectional quantitative method. Questionnaire of negative emotion (DASS-21)
Indonesian version was deployed using google form to students of Industrial Engineering and
Information Systems class of 2020 using convenience sampling. 292 questionnaires were returned
and used. Findings: All three negative emotions (depression, anxiety, and stress) were experienced
by students at different levels. Negative emotions had different correlations to academic performance.
There were no significant differences between anxiety and depression to students’ academic
performance (anxiety: F (3) = 2.202, ρ = 0.088, depression: F (2) = 1.397, ρ = 0.249). Two-way
ANOVA showed that students who experienced mild stress performed better than those with normal
stress category (F (1) = 3.933, ρ = 0.048). Female students significantly had better academic
performance compared to male students (ρ (0.001) < α= 0.05)) and that students experienced mild
stress, performed better than those with normal stress category. Managing stress at a moderate level
is beneficial and can be done by media or counseling or other catharsis methods. Further study using
larger samples from non engineering majors and randomized sampling is needed for generalization
as well as identifying factors that contribute to e-learning performance in a special situation.