‘At first I was overwhelmed, but then—I have to say—I did almost enjoy it’. Psychological needs satisfaction and vitality of student teachers during the first Covid-19 lockdown

Abstract

According to Self-Determination Theory, the satisfaction of the three basic psychological needs (BPN) is crucial for optimal personal and academic development, as well as well-being, which is associated with the perceived vitality. These dimensions can be fostered or hindered by contextual factors within the work, study and personal environment. During the first COVID-19 lockdown, most social contexts for student teachers were substantially altered, for which we hypothesised negative outcomes with regards to perceived basic needs satisfaction and vitality. To investigate changes in needs satisfaction and subjective vitality during distance learning, this research applied an explanatory sequential mixed-methods design combining a quantitative and qualitative study. For the quantitative study, two surveys were conducted; the first before the lockdown (N = 161) and the second after the lockdown (N = 146). The purpose of these surveys was to test the interrelations between need satisfaction, frustration and vitality before and during the distance learning by implementing a SEM-based mediation analysis. In addition, we elaborated on significant and unexpected findings of the quantitative study by interviewing 14 other student teachers, allowing for an in-depth and contextualised understanding of the psychological changes in and the triggering factors of the ‘corona-lockdown’. Results stress the relevance of physical activity and time spent outdoors for the perception of vitality which was supported by a more flexible time structure during distance learning. For the context of distance learning, this research emphasises the relevance of BPN also in the context of online-based learning where higher levels of interaction with fellow students and lecturers, a clear course structure and formative feedback proved to be essential for motivational and achievement-related outcomes.

Clinical Training during the COVID-19 Pandemic: Experiences of Nursing Students and Implications for Education

“…Other participants, however, expressed joy whenever classes were cancelled so that they could go out and meet their peers from the student group. Interestingly, more than half of the students participating in the study by Carmignola et al [51] welcomed the possibility of adapting learning activities to their daily schedule. Haslam [52] points out that online learning may fit well into their lifestyles, work, and household chores.…”

Need satisfaction and compliance behaviors in two different phases of COVID-19 in China: Multiple mediation of social satisfaction, negative emotions, and risk perception

“…From an individual perspective, need satisfaction affected behaviors via emotion and risk perception. A lot of the research done during the pandemic found that basic psychological need satisfaction is crucial for well-being, positive emotion, and positive effect and could decrease negative emotions, such as fear, anxiety, anger, and worry (Avsec et al, 2021; Bentzen et al, 2021; Carmignola et al, 2021; Dasinger & Gibson, 2022; Schade et al, 2021; Vermote et al, 2022). Research conducted during SARS (Leung et al, 2005) and COVID-19 (Ben-Ezra et al, 2020; Mertens et al, 2023; Szczuka et al, 2023) positively associated distress with internationally recommended health behaviors.…”

Pedagogical Practices of Elementary Teachers in Promoting Numeracy Skills Amidst Pandemic

“…Elementary Mathematics teachers have more responsibility than what they have before when there is face to face class. As indicated by Carmignola and Hagenauer (2021), (P5) There are lots of efforts to do in order to survive. It is really an extra workload.…”