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Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence

In March 2020 schools in Austria temporarily closed and switched to distance learning to contain the spread of the coronavirus (COVID-19). The resulting situation posed great challenges to teachers, guardians and students (Huber and Helm 2020). Research has shown that perceived competence (Deci and...

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Autores principales: Pelikan, Elisabeth Rosa, Lüftenegger, Marko, Holzer, Julia, Korlat, Selma, Spiel, Christiane, Schober, Barbara
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Fachmedien Wiesbaden 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7931168/
https://www.ncbi.nlm.nih.gov/pubmed/33686344
http://dx.doi.org/10.1007/s11618-021-01002-x
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author Pelikan, Elisabeth Rosa
Lüftenegger, Marko
Holzer, Julia
Korlat, Selma
Spiel, Christiane
Schober, Barbara
author_facet Pelikan, Elisabeth Rosa
Lüftenegger, Marko
Holzer, Julia
Korlat, Selma
Spiel, Christiane
Schober, Barbara
author_sort Pelikan, Elisabeth Rosa
collection PubMed
description In March 2020 schools in Austria temporarily closed and switched to distance learning to contain the spread of the coronavirus (COVID-19). The resulting situation posed great challenges to teachers, guardians and students (Huber and Helm 2020). Research has shown that perceived competence (Deci and Ryan 2000) affects selfregulated learning (SRL), intrinsic motivation and procrastination, however few studies have considered these variables in context of distance learning among adolescents. This study investigated differences in students who perceived themselves as high vs. low in competence with respect to these constructs. In an online questionnaire, 2652 Austrian secondary school students answered closed questions regarding SRL, intrinsic motivation and procrastination as well as open-ended questions about challenges, successes and need for support in distance. Structural equation modeling was applied for the quantitative analysis which was complemented by thematic analysis for the qualitative questions (Braun and Clarke 2006). Results showed that students who experienced themselves as highly competent use SRL strategies (goal setting and planning, time management, metacognitive strategies) more often and are more intrinsically motivated than students with lower perceived competence. They also procrastinate less. Furthermore, qualitative analysis revealed that although all students face similar challenges (e.g., independent learning, time and task management, learning on the computer, lack of contact with teachers and peers), students who perceived themselves as highly competent seemed to cope better, and have less need for support. Implications for distance learning and future research are discussed. SUPPLEMENTARY INFORMATION: The online version of this article (10.1007/s11618-021-01002-x) contains supplementary material, which is available to authorized users.
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spelling pubmed-79311682021-03-04 Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence Pelikan, Elisabeth Rosa Lüftenegger, Marko Holzer, Julia Korlat, Selma Spiel, Christiane Schober, Barbara Z Erziehwiss Schwerpunkt In March 2020 schools in Austria temporarily closed and switched to distance learning to contain the spread of the coronavirus (COVID-19). The resulting situation posed great challenges to teachers, guardians and students (Huber and Helm 2020). Research has shown that perceived competence (Deci and Ryan 2000) affects selfregulated learning (SRL), intrinsic motivation and procrastination, however few studies have considered these variables in context of distance learning among adolescents. This study investigated differences in students who perceived themselves as high vs. low in competence with respect to these constructs. In an online questionnaire, 2652 Austrian secondary school students answered closed questions regarding SRL, intrinsic motivation and procrastination as well as open-ended questions about challenges, successes and need for support in distance. Structural equation modeling was applied for the quantitative analysis which was complemented by thematic analysis for the qualitative questions (Braun and Clarke 2006). Results showed that students who experienced themselves as highly competent use SRL strategies (goal setting and planning, time management, metacognitive strategies) more often and are more intrinsically motivated than students with lower perceived competence. They also procrastinate less. Furthermore, qualitative analysis revealed that although all students face similar challenges (e.g., independent learning, time and task management, learning on the computer, lack of contact with teachers and peers), students who perceived themselves as highly competent seemed to cope better, and have less need for support. Implications for distance learning and future research are discussed. SUPPLEMENTARY INFORMATION: The online version of this article (10.1007/s11618-021-01002-x) contains supplementary material, which is available to authorized users. Springer Fachmedien Wiesbaden 2021-03-04 2021 /pmc/articles/PMC7931168/ /pubmed/33686344 http://dx.doi.org/10.1007/s11618-021-01002-x Text en © The Author(s) 2021 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Schwerpunkt
Pelikan, Elisabeth Rosa
Lüftenegger, Marko
Holzer, Julia
Korlat, Selma
Spiel, Christiane
Schober, Barbara
Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence
title Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence
title_full Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence
title_fullStr Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence
title_full_unstemmed Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence
title_short Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence
title_sort learning during covid-19: the role of self-regulated learning, motivation, and procrastination for perceived competence
topic Schwerpunkt
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7931168/
https://www.ncbi.nlm.nih.gov/pubmed/33686344
http://dx.doi.org/10.1007/s11618-021-01002-x
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