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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 result's identifiers

  • Result code in IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F21%3A00124657" target="_blank" >RIV/00216224:14230/21:00124657 - isvavai.cz</a>

  • Result on the web

    <a href="https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0251352" target="_blank" >https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0251352</a>

  • DOI - Digital Object Identifier

    <a href="http://dx.doi.org/10.1371/journal.pone.0251352" target="_blank" >10.1371/journal.pone.0251352</a>

Alternative languages

  • Result language

    angličtina

  • Original language name

    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

  • Original language 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.

  • Czech name

  • Czech description

Classification

  • Type

    J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database

  • CEP classification

  • OECD FORD branch

    50103 - Cognitive sciences

Result continuities

  • Project

  • Continuities

    I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Others

  • Publication year

    2021

  • Confidentiality

    S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Data specific for result type

  • Name of the periodical

    Plos one

  • ISSN

    1932-6203

  • e-ISSN

  • Volume of the periodical

    16

  • Issue of the periodical within the volume

    5

  • Country of publishing house

    US - UNITED STATES

  • Number of pages

    22

  • Pages from-to

    1-22

  • UT code for WoS article

    000664627300046

  • EID of the result in the Scopus database

    2-s2.0-85105635642