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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50103 - Cognitive sciences

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název periodika

Plos one

ISSN

1932-6203

e-ISSN

—

Svazek periodika

16

Číslo periodika v rámci svazku

5

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

22

Strana od-do

1-22

Kód UT WoS článku

000664627300046

EID výsledku v databázi Scopus

2-s2.0-85105635642