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Journal ArticleDOI

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.

TL;DR: In this paper, the authors 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.
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.

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TL;DR: In this paper , a 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.
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.

15 citations

Journal ArticleDOI
TL;DR: This paper explored the impact of a broad range of features of distance education on central student learning outcomes using data from students, parents, and teachers in German and Austrian secondary schools in the COVID-19 pandemic.
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.

8 citations

Journal ArticleDOI
TL;DR: 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 as mentioned in this paper .
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.

8 citations

Journal ArticleDOI
TL;DR: In this paper , the authors investigated the mediating relationship between lecturers' relatedness support and students' satisfaction of the basic need for relatedness in an online education setting, using data collected during the early days of the COVID-19 pandemic.
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.

7 citations

Journal ArticleDOI
TL;DR: In this paper , the authors delineated directions for mental health workers during the COVID-19 pandemic and highlighted preventive strategies including self-regulations, leadership, and teamwork.
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.

4 citations

References
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Book
01 Dec 1969
TL;DR: The concepts of power analysis are discussed in this paper, where Chi-square Tests for Goodness of Fit and Contingency Tables, t-Test for Means, and Sign Test are used.
Abstract: Contents: Prefaces. The Concepts of Power Analysis. The t-Test for Means. The Significance of a Product Moment rs (subscript s). Differences Between Correlation Coefficients. The Test That a Proportion is .50 and the Sign Test. Differences Between Proportions. Chi-Square Tests for Goodness of Fit and Contingency Tables. The Analysis of Variance and Covariance. Multiple Regression and Correlation Analysis. Set Correlation and Multivariate Methods. Some Issues in Power Analysis. Computational Procedures.

115,069 citations

Journal ArticleDOI
TL;DR: In this article, the adequacy of the conventional cutoff criteria and several new alternatives for various fit indexes used to evaluate model fit in practice were examined, and the results suggest that, for the ML method, a cutoff value close to.95 for TLI, BL89, CFI, RNI, and G...
Abstract: This article examines the adequacy of the “rules of thumb” conventional cutoff criteria and several new alternatives for various fit indexes used to evaluate model fit in practice. Using a 2‐index presentation strategy, which includes using the maximum likelihood (ML)‐based standardized root mean squared residual (SRMR) and supplementing it with either Tucker‐Lewis Index (TLI), Bollen's (1989) Fit Index (BL89), Relative Noncentrality Index (RNI), Comparative Fit Index (CFI), Gamma Hat, McDonald's Centrality Index (Mc), or root mean squared error of approximation (RMSEA), various combinations of cutoff values from selected ranges of cutoff criteria for the ML‐based SRMR and a given supplemental fit index were used to calculate rejection rates for various types of true‐population and misspecified models; that is, models with misspecified factor covariance(s) and models with misspecified factor loading(s). The results suggest that, for the ML method, a cutoff value close to .95 for TLI, BL89, CFI, RNI, and G...

76,383 citations

Journal ArticleDOI
TL;DR: Research guided by self-determination theory has focused on the social-contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development, leading to the postulate of three innate psychological needs--competence, autonomy, and relatedness.
Abstract: Human beings can be proactive and engaged or, alternatively, passive and alienated, largely as a function of the social conditions in which they develop and function. Accordingly, research guided by self-determination theo~ has focused on the social-contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development. Specifically, factors have been examined that enhance versus undermine intrinsic motivation, self-regulation, and well-being. The findings have led to the postulate of three innate psychological needs--competence, autonomy, and relatednesswhich when satisfied yield enhanced self-motivation and mental health and when thwarted lead to diminished motivation and well-being. Also considered is the significance of these psychological needs and processes within domains such as health care, education, work, sport, religion, and psychotherapy. T he fullest representations of humanity show people to be curious, vital, and self-motivated. At their best, they are agentic and inspired, striving to learn; extend themselves; master new skills; and apply their talents responsibly. That most people show considerable effort, agency, and commitment in their lives appears, in fact, to be more normative than exceptional, suggesting some very positive and persistent features of human nature. Yet, it is also clear that the human spirit can be diminished or crushed and that individuals sometimes reject growth and responsibility. Regardless of social strata or cultural origin, examples of both children and adults who are apathetic, alienated, and irresponsible are abundant. Such non-optimal human functioning can be observed not only in our psychological clinics but also among the millions who, for hours a day, sit passively before their televisions, stare blankly from the back of their classrooms, or wait listlessly for the weekend as they go about their jobs. The persistent, proactive, and positive tendencies of human nature are clearly not invariantly apparent. The fact that human nature, phenotypically expressed, can be either active or passive, constructive or indolent, suggests more than mere dispositional differences and is a function of more than just biological endowments. It also bespeaks a wide range of reactions to social environments that is worthy of our most intense scientific investigation. Specifically, social contexts catalyze both within- and between-person differences in motivation and personal growth, resulting in people being more self-motivated, energized, and integrated in some situations, domains, and cultures than in others. Research on the conditions that foster versus undermine positive human potentials has both theoretical import and practical significance because it can contribute not only to formal knowledge of the causes of human behavior but also to the design of social environments that optimize people's development, performance, and well-being. Research guided by self-determination theory (SDT) has had an ongoing concern with precisely these

29,115 citations

Journal ArticleDOI
TL;DR: Self-Determination Theory (SDT) as mentioned in this paper maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness, emphasizing that needs specify the necessary conditions for psychological growth, integrity, and well-being.
Abstract: Self-determination theory (SDT) maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness. We discuss the SDT concept of needs as it relates to previous need theories, emphasizing that needs specify the necessary conditions for psychological growth, integrity, and well-being. This concept of needs leads to the hypotheses that different regulatory processes underlying goal pursuits are differentially associated with effective functioning and well-being and also that different goal contents have different relations to the quality of behavior and mental health, specifically because different regulatory processes and different goal contents are associated with differing degrees of need satisfaction. Social contexts and individual differences that support satisfaction of the basic needs facilitate natural growth processes including intrinsically motivated behavior and integration of extrinsic motivations, whereas those that forestall autonomy, competence, or relatedness are associated with poorer motivation, performance, and well-being. We also discuss the relation of the psychological needs to cultural values, evolutionary processes, and other contemporary motivation theories.

20,832 citations

Journal ArticleDOI
TL;DR: A review of the psychological impact of quarantine using three electronic databases is presented in this article, where the authors report negative psychological effects including post-traumatic stress symptoms, confusion, and anger.

10,370 citations

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