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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
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 intrinsi...
Autores principales: | , , , , , , , , , , , , , , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Public Library of Science
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8115832/ https://www.ncbi.nlm.nih.gov/pubmed/33979397 http://dx.doi.org/10.1371/journal.pone.0251352 |
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author | Holzer, Julia Korlat, Selma Haider, Christian Mayerhofer, Martin Pelikan, Elisabeth Schober, Barbara Spiel, Christiane Toumazi, Toumazis Salmela-Aro, Katariina Käser, Udo Schultze-Krumbholz, Anja Wachs, Sebastian Dabas, Mukul Verma, Suman Iliev, Dean Andonovska-Trajkovska, Daniela Plichta, Piotr Pyżalski, Jacek Walter, Natalia Michałek-Kwiecień, Justyna Lewandowska-Walter, Aleksandra Wright, Michelle F. Lüftenegger, Marko |
author_facet | Holzer, Julia Korlat, Selma Haider, Christian Mayerhofer, Martin Pelikan, Elisabeth Schober, Barbara Spiel, Christiane Toumazi, Toumazis Salmela-Aro, Katariina Käser, Udo Schultze-Krumbholz, Anja Wachs, Sebastian Dabas, Mukul Verma, Suman Iliev, Dean Andonovska-Trajkovska, Daniela Plichta, Piotr Pyżalski, Jacek Walter, Natalia Michałek-Kwiecień, Justyna Lewandowska-Walter, Aleksandra Wright, Michelle F. Lüftenegger, Marko |
author_sort | Holzer, Julia |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-8115832 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
spelling | pubmed-81158322021-05-24 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 Holzer, Julia Korlat, Selma Haider, Christian Mayerhofer, Martin Pelikan, Elisabeth Schober, Barbara Spiel, Christiane Toumazi, Toumazis Salmela-Aro, Katariina Käser, Udo Schultze-Krumbholz, Anja Wachs, Sebastian Dabas, Mukul Verma, Suman Iliev, Dean Andonovska-Trajkovska, Daniela Plichta, Piotr Pyżalski, Jacek Walter, Natalia Michałek-Kwiecień, Justyna Lewandowska-Walter, Aleksandra Wright, Michelle F. Lüftenegger, Marko PLoS One Research Article 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. Public Library of Science 2021-05-12 /pmc/articles/PMC8115832/ /pubmed/33979397 http://dx.doi.org/10.1371/journal.pone.0251352 Text en © 2021 Holzer et al https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Research Article Holzer, Julia Korlat, Selma Haider, Christian Mayerhofer, Martin Pelikan, Elisabeth Schober, Barbara Spiel, Christiane Toumazi, Toumazis Salmela-Aro, Katariina Käser, Udo Schultze-Krumbholz, Anja Wachs, Sebastian Dabas, Mukul Verma, Suman Iliev, Dean Andonovska-Trajkovska, Daniela Plichta, Piotr Pyżalski, Jacek Walter, Natalia Michałek-Kwiecień, Justyna Lewandowska-Walter, Aleksandra Wright, Michelle F. Lüftenegger, Marko 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 |
title | 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 |
title_full | 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 |
title_fullStr | 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 |
title_full_unstemmed | 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 |
title_short | 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 |
title_sort | 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 |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8115832/ https://www.ncbi.nlm.nih.gov/pubmed/33979397 http://dx.doi.org/10.1371/journal.pone.0251352 |
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