Due to the COVID-19 pandemic, higher educational institutions worldwide switched to emergency distance learning in early 2020. The less structured environment of distance learning forced students to regulate their learning and motivation more independently. According to self-determination theory (SDT), satisfaction of the three basic psychological needs for autonomy, competence and social relatedness affects intrinsic motivation, which in turn relates to more active or passive learning behavior. As the social context plays a major role for basic need satisfaction, distance learning may impair basic need satisfaction and thus intrinsic motivation and learning behavior. The aim of this study was to investigate the relationship between basic need satisfaction and procrastination and persistence in the context of emergency distance learning during the COVID-19 pandemic in a cross-sectional study. We also investigated the mediating role of intrinsic motivation in this relationship. Furthermore, to test the universal importance of SDT for intrinsic motivation and learning behavior under these circumstances in different countries, we collected data in Europe, Asia and North America. A total of N = 15,462 participants from Albania, Austria, China, Croatia, Estonia, Finland, Germany, Iceland, Japan, Kosovo, Lithuania, Poland, Malta, North Macedonia, Romania, Sweden, and the US answered questions regarding perceived competence, autonomy, social relatedness, intrinsic motivation, procrastination, persistence, and sociodemographic background. Our results support SDT’s claim of universality regarding the relation between basic psychological need fulfilment, intrinsic motivation, procrastination, and persistence. However, whereas perceived competence had the highest direct effect on procrastination and persistence, social relatedness was mainly influential via intrinsic motivation.

The transition from primary to secondary school is more successful when students’ learning is consistent. Students are also more likely to enjoy school, engage with learning, and have a high academic achievement in secondary school when they feel motivated. This is a critical aspect, especially in cases in which global pandemic situations allow only online schooling opportunities. Students that are away from school lack the traditional sources of motivation and self-regulated learning skills; thus, research is needed to identify other important factors that can be developed in remote settings. The aim of this study was to find out how students perceive their experience with the transition from primary to secondary school and how such a transition influences students’ self-regulated learning (SRL) and motivation. Self-reported data were collected during the COVID-19 breakout from a total of n = 80 sixth and seventh grade students aged 12–14 years old. The results showed that students had a successful transition, especially when they were supported by their parents and teachers. Next, bivariate Pearson correlation analysis indicated that students’ perceptions about their experience with the transition from primary to secondary school, their self-regulated learning, and their motivation were significantly correlated. No gender differences were found among any of the main study variables. Teachers can foster students’ SRL skills by implementing effective teaching methods and by guiding them towards SRL-enhancing techniques.

Motivation plays a crucial role on employees’ performance. Though organizations have an interest in keeping the employees motivated at work, they do not always have the complete picture on what indeed motivates an employee. Scholars agree that money (including employees’ wages) significantly affects employees’ performance and productivity, but they do not unanimously place it among the strongest determinants of employee motivation. The main purpose of this work was to explore the factors influencing the true motivation of employees to enhance their performance and productivity at work. This study employed a quantitative research design based on data collected during the severe period of the COVID-19 pandemic. There were 110 participants, of which 38 (34.5%) males 72 (65.5%) females working in different companies in Albania. The results showed a moderate level of satisfaction and motivation at work and a significant correlation between the motivation and success of the company. Additionally, the data indicated that most of the participants were satisfied with the financial allowances, but that they aspired to have higher wages and better workplace conditions. Therefore, higher salaries, extra bonuses and the promotion in their role at work or recognition and appreciation seem to be very important motivational factors for the employees. Finally, this study proposes recommendations for companies on how to implement different strategies to increase employees’ motivation and enhance the business effectiveness. This study analyses data collected during the global pandemic and would serve as reference for periods associated with dire financial difficulty.

Transition from primary to secondary school is more successful when students’ learning is consistent. Students are also more likely to enjoy the school, engage with learning, and have a high academic achievement in the secondary school when they feel motivated. This is a critical aspect especially in cases when global pandemics situations allow only the online schooling opportunity. Students that are away from school lack the traditional sources of motivation and self-regulated learning skills, thus research is needed to identify other important factors that can be developed in remote settings. The aim of this study was to find out how students perceive their experience with the transition from primary to secondary school and how such a transition influences students’ self-regulated learning (SRL) and motivation. Self-reported data were collected during the COVID-19 breakout from a total of N=80, 6th and 7th grade students aged 12-14 years old. Results showed that students had a successful transition, especially when they are supported by their parents and teachers. Next, Bivariate Pearson Correlation analysis indicated that students’ perceptions about their experience with the transition from primary to secondary school and their self-regulated learning and motivation are significantly correlated. No gender differences were found among all main study variables.

This study aimed to analyse the role of governmental responses to the coronavirus disease 2019 (COVID-19) outbreak, measured by the Containment and Health Index (CHI), on symptoms of anxiety and depression during pregnancy and postpartum, while considering the countries’ Inequality-adjusted Human Development Index (IHDI) and individual factors such as age, gravidity, and exposure to COVID-19. A cross-sectional study using baseline data from the Riseup-PPD-COVID-19 observational prospective international study (ClinicalTrials.gov: NCT04595123) was carried out between June and October 2020 in 12 countries (Albania, Brazil, Bulgaria, Chile, Cyprus, Greece, Israel, Malta, Portugal, Spain, Turkey, and the United Kingdom). Participants were 7645 pregnant women or mothers in the postpartum period—with an infant aged up to 6 months—who completed the Edinburgh Postnatal Depression Scale (EPDS) or the Generalised Anxiety Disorder Assessment (GAD-7) during pregnancy or the postpartum period. The overall prevalence of clinically significant depression symptoms (EPDS ≥ 13) was 30%, ranging from 20,5% in Cyprus to 44,3% in Brazil. The prevalence of clinically significant anxiety symptoms (GAD-7 ≥ 10) was 23,6% (ranging from 14,2% in Israel and Turkey to 39,5% in Brazil). Higher symptoms of anxiety or depression were observed in multigravida exposed to COVID-19 or living in countries with a higher number of deaths due to COVID-19. Furthermore, multigravida from countries with lower IHDI or CHI had higher symptoms of anxiety and depression. Perinatal mental health is context-dependent, with women from more disadvantaged countries at higher risk for poor mental health. Implementing more restrictive measures seems to be a protective factor for mental health, at least in the initial phase of the COVID-19.