The role of relatedness in the motivation and vitality of university students in online classes during social distancing.

Autor/inn/en	Capon-Sieber, Vanda; Köhler, Carmen; Alp Christ, Aysenur; Helbling, Jana; Praetorius, Anna-Katharina
Titel	The role of relatedness in the motivation and vitality of university students in online classes during social distancing.
Quelle	In: Frontiers in psychology, 12 (2022) Art. 702323, 16 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-1078
DOI	10.25656/01:26369 10.3389/fpsyg.2021.702323
URN	urn:nbn:de:0111-pedocs-263691
Schlagwörter	Isolation; Beziehung; Zufriedenheit; Soziale Distanz; Motivation; Unterrichtsform; COVID-19; Energie; Universität; E-Learning; Online-Kommunikation; Student
Abstract	As part of the social distancing measures for preventing the spread of COVID-19, many university courses were moved online. There is an assumption that online teaching limits opportunities for fostering interpersonal relationships and students' satisfaction of the basic need for relatedness - reflected by experiencing meaningful interpersonal connections and belonging - which are considered important prerequisites for student motivation and vitality. In educational settings, an important factor affecting students' relatedness satisfaction is the teachers' behavior. Although research suggests that relatedness satisfaction may be impaired in online education settings, to date no study has assessed how university lecturers' relatedness support might be associated with student relatedness satisfaction and therefore, student motivation and vitality. This study tested this mediating relationship using data collected during the early days of the COVID-19 pandemic. The study also investigated whether the relations were moderated by a high affiliation motive which reflects a dispositional wish for positive and warm relationships. The possible importance of the communication channel selected by the lecturers (video chat yes/no) and the format of a class (lecture/seminar) were also investigated. In a sample of N = 337 students, we tested our hypotheses using structural equation model (SEM). Results confirmed mediation, but not moderation. The use of video chat (video call) seems to facilitate the provision of relatedness support but our data did not show that the format of a class was associated with relatedness. Our findings indicate that both teaching behavior and the technical format used to deliver lectures play important roles in student experiences with online classes. The results are discussed in light of other research conducted during the pandemic. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1