Christian Haider

Bio: Christian Haider is an academic researcher from University of Vienna. The author has contributed to research in topics: Procrastination & Active learning. The author has an hindex of 1, co-authored 1 publications receiving 1 citations.

Adolescent well-being and learning in times of COVID-19-A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation.

Abstract: The sudden switch to distance education to contain the outbreak of the COVID-19 pandemic has fundamentally altered adolescents' lives around the globe. The present research aims to identify psychological characteristics that relate to adolescents' well-being in terms of positive emotion and intrinsic learning motivation, and key characteristics of their learning behavior in a situation of unplanned, involuntary distance education. Following Self-Determination Theory, experienced competence, autonomy, and relatedness were assumed to relate to active learning behavior (i.e., engagement and persistence), and negatively relate to passive learning behavior (i.e., procrastination), mediated via positive emotion and intrinsic learning motivation. Data were collected via online questionnaires in altogether eight countries from Europe, Asia, and North America (N = 25,305) and comparable results across countries were expected. Experienced competence was consistently found to relate to positive emotion and intrinsic learning motivation, and, in turn, active learning behavior in terms of engagement and persistence. The study results further highlight the role of perceived relatedness for positive emotion. The high proportions of explained variance speak in favor of taking these central results into account when designing distance education in times of COVID-19.

Academic motivation in a pandemic context: a conceptual review of prominent theories and an integrative model

Abstract: Abstract The COVID-19 pandemic has had a profound effect on students’ learning, well-being, and academic motivation. Due to the pandemic, shifts to remote/hybrid learning, physical distancing, and concerns regarding health and financial prospects are most likely influencing students’ perceptions, values, goals, and behaviours. Moreover, COVID-related discrimination and health disparities disproportionately affecting minoritized individuals continue to lay bare racial inequities embedded in the U.S. and in the sociohistoric contexts from which Students of Colour derive cultural values towards schooling. As motivational shifts are anticipated due to this unprecedented confluence of factors in the wake of the pandemic, this conceptual review examines five prominent theories of academic motivation to provide greater conceptual clarity of mechanisms impacting students’ motivation during times of transition and upheaval, specifically instructional, social, future-oriented, and sociocultural shifts. I conclude by presenting an integrative model synthesising across theories—the Motivation Within Changing Culturalized Contexts Model—and implications for educational practice.

Predictors of Central Student Learning Outcomes in Times of COVID-19: Students’, Parents’, and Teachers’ Perspectives During School Closure in 2020—A Multiple Informant Relative Weight Analysis

Abstract: School closures associated with the COVID-19 pandemic very quickly led to many studies on distance education. Currently, there are only studies available that explored the importance of different features of distance education for student learning during school lockdowns in 2020 relying on a single perspective—student, parent, or teacher data. Thus, we present results from a multiple informant study in which we compared prediction models based on the different perspectives of relevant actors in the school system. Against the background of the context, input, process, and output model, we explored the impact of a broad range of features of distance education on central student learning outcomes using data from students (N = 315), parents (N = 518), and teachers (N = 499) in German and Austrian secondary schools. Although findings from relative weight analysis portray a relatively similar pattern of relevant predictors for students’ learning outcomes (i.e., self-rated achievement, learning effort, and intrinsic motivation) across the three respondent groups, some predictors largely differ between the groups. While students’ ability to self-organize emerged as the most significant predictor across all three informant groups, predictors, such as the lack of parental support during school closure, turned out to be relevant only from parents’ perspective. We discuss the implications of these findings for future educational practice and research.

Why is generation MZ passionate about good consumption of K‐cosmetics amid the COVID‐19 pandemic?

Abstract: The ongoing pandemic of coronavirus disease 2019 (COVID‐19) is putting millions at risk in more and more countries, making it a serious public health threat worldwide. Under such circumstances, “Untact” and “Streaming Life” are emerging as major trends in the recent service industry, and the beauty lives commerce market is expanding centering on mobile shopping in Republic of Korea.

The Role of Relatedness in the Motivation and Vitality of University Students in Online Classes During Social Distancing

Abstract: As part of the social distancing measures for preventing the spread of COVID-19, many university courses were moved online. There is an assumption that online teaching limits opportunities for fostering interpersonal relationships and students’ satisfaction of the basic need for relatedness – reflected by experiencing meaningful interpersonal connections and belonging – which are considered important prerequisites for student motivation and vitality. In educational settings, an important factor affecting students’ relatedness satisfaction is the teachers’ behavior. Although research suggests that relatedness satisfaction may be impaired in online education settings, to date no study has assessed how university lecturers’ relatedness support might be associated with student relatedness satisfaction and therefore, student motivation and vitality. This study tested this mediating relationship using data collected during the early days of the COVID-19 pandemic. The study also investigated whether the relations were moderated by a high affiliation motive which reflects a dispositional wish for positive and warm relationships. The possible importance of the communication channel selected by the lecturers (video chat yes/no) and the format of a class (lecture/seminar) were also investigated. In a sample of N = 337 students, we tested our hypotheses using structural equation model (SEM). Results confirmed mediation, but not moderation. The use of video chat (video call) seems to facilitate the provision of relatedness support but our data did not show that the format of a class was associated with relatedness. Our findings indicate that both teaching behavior and the technical format used to deliver lectures play important roles in student experiences with online classes. The results are discussed in light of other research conducted during the pandemic.

Psychological Impacts of COVID-19 Pandemic

Abstract: Thousands of millions of people faced devastating impacts around the world during COVID-19 pandemic. Not only anxiety or fear of COVID-19 dominated the negative psychological impacts, mental disorders such as depression, posttraumatic stress disorder, and sleep disturbance increasingly appeared during or after the pandemic. Apart from the confirmed patients, survivors of the viral infection, close family members, elders, children and adolescents, people quarantined, people with preexisting psychiatric conditions, frontline police, emergency medical services, and health-care workers, mental distress specific to the vulnerable groups should be recognized. Preventive strategies including self-regulations, leadership, and teamwork were highlighted. Specific evaluations for at-risk population and efficacious treatment such as cognitive behavioral treatment could be considered. This article delineated directions for mental health workers during pandemic.