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Students' basic needs and well-being during the COVID-19 pandemic: A two-country study of basic psychological need satisfaction, intrinsic learning motivation, positive emotion and the moderating role of self-regulated learning.

ABSTRACT: COVID-19 and its containment measures have uniquely challenged adolescent well-being. Following self-determination theory (SDT), the present research seeks to identify characteristics that relate to well-being in terms of positive emotion and intrinsic learning motivation under distance schooling conditions and whether SDT's core postulates hold true in this exceptional situation. Feeling competent and autonomous concerning schoolwork, and socially related to others were hypothesised to relate to positive emotion and intrinsic learning motivation. The role of self-regulated learning (SRL) as a moderator was considered. Self-reports were collected from 19,967 secondary school students in Austria (Study 1) and Germany (Study 2). In both studies, structural equation modelling revealed that all basic needs were associated with positive emotion, and that competence and autonomy were associated with intrinsic learning motivation. Moderation effects of SRL were identified in Study 1 only: The association of autonomy and both outcomes and the association of competence and intrinsic learning motivation varied with the level of SRL. The results highlight the relevance of basic psychological need satisfaction and SRL in a situation in which adolescents are confronted with a sudden loss of daily routines.

SUBMITTER: Holzer J

PROVIDER: S-EPMC8239824 | biostudies-literature | 2021 Dec

REPOSITORIES: biostudies-literature

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Students' basic needs and well-being during the COVID-19 pandemic: A two-country study of basic psychological need satisfaction, intrinsic learning motivation, positive emotion and the moderating role of self-regulated learning.

Holzer Julia J Lüftenegger Marko M Käser Udo U Korlat Selma S Pelikan Elisabeth E Schultze-Krumbholz Anja A Spiel Christiane C Wachs Sebastian S Schober Barbara B

International journal of psychology : Journal international de psychologie 20210503 6

COVID-19 and its containment measures have uniquely challenged adolescent well-being. Following self-determination theory (SDT), the present research seeks to identify characteristics that relate to well-being in terms of positive emotion and intrinsic learning motivation under distance schooling conditions and whether SDT's core postulates hold true in this exceptional situation. Feeling competent and autonomous concerning schoolwork, and socially related to others were hypothesised to relate t ...[more]

PMID: 33939174

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Project description:The COVID-19 pandemic affected student well-being through measures such as closing educational institutions and social distancing, which forced universities to adapt the student learning environment. Previous research has demonstrated that the learning environment influences student well-being by satisfying their basic psychological needs of autonomy, competence, and relatedness. The present study therefore aimed to investigate, against the background of the pandemic, (1) how the basic psychological needs related to student well-being, (2) how students perceived interaction within the academic system, and (3) how they would like the “new educational normal” to look. To address these aims, we implemented a cross-sectional survey which included both quantitative measures and qualitative open-ended questions and distributed it at a Dutch university (n = 653). To identify the predictive strength of need satisfaction and frustration, we ran multiple regressions. We found that need satisfaction and frustration were significantly related to the well-being measures, of which relatedness was only weakly related to student well-being. Moreover, students reported restricted interactions with their teachers and fellow students, leading to feelings of disconnectedness, as well as struggles to establish or maintain relationships. In contrast with the quantitative findings, students highlighted relatedness as an essential, currently lacking part of their experience. They suggested a potential hybrid learning environment with a focus on social cohesion. This study emphasizes the relevance of interpersonal connections within higher education and provides practical ideas for post-pandemic academic structures. These insights can support systemic investments of universities in student well-being and creating a healthier learning environment for the future. Supplementary Information The online version contains supplementary material available at 10.1007/s10212-023-00680-x.

Dataset Information

Students' basic needs and well-being during the COVID-19 pandemic: A two-country study of basic psychological need satisfaction, intrinsic learning motivation, positive emotion and the moderating role of self-regulated learning.

Publications

Students' basic needs and well-being during the COVID-19 pandemic: A two-country study of basic psychological need satisfaction, intrinsic learning motivation, positive emotion and the moderating role of self-regulated learning.

Similar Datasets

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