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
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50103 - Cognitive sciences
Result continuities
Project
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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
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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