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Distance learning in higher education during COVID-19: The role of basic psychological needs and intrinsic motivation for persistence and procrastination–a multi-country study

Wachs Sebastian; Välimäki; Friðriksson Finnur; Cautisanu Cristina; Konjufca Jon; Keskinova Angelka; Reiter Julia; MichałekKwiecień Justyna; Plichta Piotr; Lewandowska-Walter Aleksandra; Maritta; Puharić Zrinka; Mayerhofer Martin; Llullaku Njomza; Axisa Glorianne Borg; Schober Barbara; Walter Natalia; Uka Ana; Okocha Angela Nkem; Gao Shang; Spiel Christiane; Wistrand Kai; Höller Yvonne; Salmela-Aro Katariina; Gunnþórsdóttir Hermína; Korlat Selma; Schultze-Krumbholz Anja; Anusionwu Kelechi Evans; Käser Udo; Pyżalski Jacek; Islam Sirajul; Aoyama Ikuko; Ieshima Akihiko; Holzer Julia; Chen Jiarui; Gedutienė Reda; Zabrodskaja Anastassia; Wright Michelle F.; Lüftenegger Marko; Bundalevska Irena Avirovic; Radulovic Makedonka; HamzallariOriola; Pelikan Elisabeth R.; Voda Ana Iolanda; Toda Yuichi

Distance learning in higher education during COVID-19: The role of basic psychological needs and intrinsic motivation for persistence and procrastination–a multi-country study

Wachs Sebastian
Välimäki
Friðriksson Finnur
Cautisanu Cristina
Konjufca Jon
Keskinova Angelka
Reiter Julia
MichałekKwiecień Justyna
Plichta Piotr
Lewandowska-Walter Aleksandra
Maritta
Puharić Zrinka
Mayerhofer Martin
Llullaku Njomza
Axisa Glorianne Borg
Schober Barbara
Walter Natalia
Uka Ana
Okocha Angela Nkem
Gao Shang
Spiel Christiane
Wistrand Kai
Höller Yvonne
Salmela-Aro Katariina
Gunnþórsdóttir Hermína
Korlat Selma
Schultze-Krumbholz Anja
Anusionwu Kelechi Evans
Käser Udo
Pyżalski Jacek
Islam Sirajul
Aoyama Ikuko
Ieshima Akihiko
Holzer Julia
Chen Jiarui
Gedutienė Reda
Zabrodskaja Anastassia
Wright Michelle F.
Lüftenegger Marko
Bundalevska Irena Avirovic
Radulovic Makedonka
HamzallariOriola
Pelikan Elisabeth R.
Voda Ana Iolanda
Toda Yuichi
Katso/Avaa
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Public Library of Science
doi:10.1371/journal.pone.0257346
URI
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0257346
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Julkaisun pysyvä osoite on:
https://urn.fi/URN:NBN:fi-fe2021120158338
Tiivistelmä

Due to the COVID-19 pandemic, higher educational institutions worldwide switched to emergency distance learning in early 2020. The less structured environment of distance learning forced students to regulate their learning and motivation more independently. According to self-determination theory (SDT), satisfaction of the three basic psychological needs for autonomy, competence and social relatedness affects intrinsic motivation, which in turn relates to more active or passive learning behavior. As the social context plays a major role for basic need satisfaction, distance learning may impair basic need satisfaction and thus intrinsic motivation and learning behavior. The aim of this study was to investigate the relationship between basic need satisfaction and procrastination and persistence in the context of emergency distance learning during the COVID-19 pandemic in a cross-sectional study. We also investigated the mediating role of intrinsic motivation in this relationship. Furthermore, to test the universal importance of SDT for intrinsic motivation and learning behavior under these circumstances in different countries, we collected data in Europe, Asia and North America. A total of N = 15,462 participants from Albania, Austria, China, Croatia, Estonia, Finland, Germany, Iceland, Japan, Kosovo, Lithuania, Poland, Malta, North Macedonia, Romania, Sweden, and the US answered questions regarding perceived competence, autonomy, social relatedness, intrinsic motivation, procrastination, persistence, and sociodemographic background. Our results support SDT’s claim of universality regarding the relation between basic psychological need fulfilment, intrinsic motivation, procrastination, and persistence. However, whereas perceived competence had the highest direct effect on procrastination and persistence, social relatedness was mainly influential via intrinsic motivation.

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