University Students' Motivation and Engagement during the COVID-19 Pandemic: The Roles of Lockdown, Isolation, and Remote and Hybrid Learning

Autor/in	Martin, Andrew J.
Titel	University Students' Motivation and Engagement during the COVID-19 Pandemic: The Roles of Lockdown, Isolation, and Remote and Hybrid Learning
Quelle	In: Australian Journal of Education, 67 (2023) 2, S.163-180 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martin, Andrew J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/00049441231179791
Schlagwörter	Foreign Countries; College Students; COVID-19; Pandemics; School Closing; Student Motivation; Learner Engagement; Electronic Learning; Blended Learning; Student Adjustment; Disease Control; Proximity; Australia + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; School closings; Schule; Schließung; Schließung (von Schulen); Schulische Motivation; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Lebensnähe; Australien
Abstract	This investigation comprised two studies that sought to identify the role of COVID-related disruptions in Australian university students' academic motivation and engagement. Study 1 involved a dataset of 500 university students and examined the links between COVID-19 pandemic disruptions (remote and hybrid learning modes, lockdown, isolation) and students' adaptive (e.g., planning and monitoring) and maladaptive (e.g., disengagement) dimensions of the Motivation and Engagement Scale (MES). Study 2 compared the mean motivation and engagement of Study 1 participants with mean levels from four published pre-COVID-19 Australian studies (N = 55, N = 233, N = 420, N = 941 university students) that also used the MES. Study 1 showed that lockdown and isolation (and not remote/hybrid learning) were associated with problematic motivation and engagement--with lockdown and isolation effects particularly noteworthy for maladaptive motivation and engagement. Study 2 showed that relative to the four pre-COVID-19 samples, the COVID-19 pandemic sample experienced difficulties with motivation and engagement, and again particularly so on maladaptive dimensions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01