The COVID-19 outbreak has been a worldwide challenge for the higher education community. Under lockdown measures, meeting students’ needs and encouraging their engagement in academic work have never been more urgent and challenging. In this study, we investigated the relationship between students’ satisfaction with institutional strategies, students’ optimism and pessimism, satisfaction with basic psychological needs, engagement in academic work, intention to drop out from studies, depression, and well-being. We conducted an online self-report study on N = 477 German college and university students (77.25% females, mean age = 23.96 years, SD = 4.78). The results of structural equation models showed that students’ satisfaction with institutional strategies was positively related to their basic psychological need satisfaction and engagement. Students’ optimism was positively associated with need satisfaction and engagement, whereas pessimism was negatively associated with them. Furthermore, students’ academic engagement was negatively linked to dropout intentions, whereas psychological need satisfaction was linked to depression and well-being. The findings of this study suggest that acknowledging students timely about the institutional strategies of examinations and courses and supporting students to engage academic activities are important institutional tasks during crisis.
Zusammenfassung Hintergrund Personale Ressourcen in Form motivationaler Faktoren haben in der bisherigen Forschung zum Thema Burnout im Hochschulkontext wenig Beachtung gefunden. Das Ziel der vorliegenden Studie war es, Annäherungslern- und -leistungsziele als personale Ressource in das etablierte Study Demands-Resources-Modell (SD-R-Modell) zu integrieren und ihren Zusammenhang mit Burnout sowie Engagement im Studium zu untersuchen. Methodik Mithilfe eines quantitativen Online-Fragebogens wurden Querschnittsdaten von 347 Studierenden (MAlter = 22,9, SD = 3,2 Jahre) verschiedener deutscher Hochschulen erhoben und mittels latenter Strukturgleichungsmodelle untersucht. Ergebnisse Die Ergebnisse zeigen, dass sich das SD-R-Modell replizieren lässt. Annäherungslernziele vermitteln den Zusammenhang zwischen Ressourcen und Engagement positiv. Entgegen der Hypothese vermitteln Annäherungslernziele den Zusammenhang zwischen Ressourcen und Burnout positiv. Leistungszielorientierung ist kein signifikanter Mediator. Diskussion Die Ergebnisse unterstreichen die Relevanz von Annäherungslernzielen für das Engagement und die psychische Gesundheit Studierender.
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