Lernen unter COVID-19 Bedingungen

Pelikan, Elisabeth; Reiter, Julia; Bergen, Katharina; Lüftenegger, Marko; Holzer, Julia; Korlat, Selma; Schober, Barbara; Spiel, Christiane

doi:10.14361/9783839459843-013

Cited by 1 publication

(1 citation statement)

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“…Thus, a fourth measurement point was conducted from June 21st to July 31st, 2021 (T4), to gather data on the impact of the continuous distance learning of higher education students. Data from the first measurement point have been used in three prior publications (Holzer et al, 2021; Pelikan et al, 2021, 2022), although with different research questions and data analysis methods applied.…”

Section: Methodsmentioning

confidence: 99%

The Role of Basic Need Satisfaction for Motivation and Self-Regulated Learning During COVID-19

Pelikan

Grützmacher

Hager

et al. 2023

Zeitschrift für Psychologie

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Higher education institutions in Austria switched to emergency distance learning in March 2020 to mitigate the spread of COVID-19. Due to the sudden change, students and instructors scarcely had time to adjust to the new demands. Initial cross-sectional studies pointed to the risks of emergency distance learning for students’ intrinsic motivation, self-regulation, and learning behavior. We investigated the longitudinal effects between the satisfaction of the basic psychological needs (competence, autonomy, and social relatedness), intrinsic motivation, and self-regulated learning, applying a cross-lagged panel model. A sample of N = 3,286 students answered four online questionnaires between April 2020 and July 2021. All measured constructs remained stable during that time span. The satisfaction of the basic needs was cross-sectionally related to intrinsic motivation. We found no cross-lagged effects on intrinsic motivation. Self-regulated learning showed small but significant cross-lagged positive effects on intrinsic motivation at all time points. Implications and future research perspectives are discussed.

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Section: Methodsmentioning

confidence: 99%