Higher Education in Times of COVID-19: University Students' Basic Need Satisfaction, Self-Regulated Learning, and Well-Being

Autor/inn/en	Holzer, Julia; Lüftenegger, Marko; Korlat, Selma; Pelikan, Elisabeth; Salmela-Aro, Katariina; Spiel, Christiane; Schober, Barbara
Titel	Higher Education in Times of COVID-19: University Students' Basic Need Satisfaction, Self-Regulated Learning, and Well-Being
Quelle	In: AERA Open, 7 (2021) 1, (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Holzer, Julia) ORCID (Lüftenegger, Marko) ORCID (Pelikan, Elisabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	College Students; Student Needs; Competence; Predictor Variables; Student Attitudes; Learning Motivation; Personal Autonomy; Relevance (Education); Independent Study; Student Motivation; Cultural Differences; Well Being; Distance Education; COVID-19; Pandemics; School Closing; Emotional Response; Foreign Countries; Reading Achievement; Mathematics Achievement; Austria; Finland + Suchen Sie Ihr Suchwort? Collegestudent; Kompetenz; Prädiktor; Schülerverhalten; Motivation for studies; Lernmotivation; Individuelle Autonomie; Relevance; Relevanz; Selbststudium; Schulische Motivation; Kultureller Unterschied; Well-being; Wellness; Wohlbefinden; Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Emotionales Verhalten; Ausland; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Österreich; Finnland
Abstract	In the wake of COVID-19, university students have experienced fundamental changes of their learning and their lives as a whole. The present research identifies psychological characteristics associated with students' well-being in this situation. We investigated relations of basic psychological need satisfaction (experienced competence, autonomy, and relatedness) with positive emotion and intrinsic learning motivation, considering self-regulated learning as a moderator. Self-reports were collected from 6,071 students in Austria (Study 1) and 1,653 students in Finland (Study 2). Structural equation modeling revealed competence as the strongest predictor for positive emotion. Intrinsic learning motivation was predicted by competence and autonomy in both countries and by relatedness in Finland. Moderation effects of self-regulated learning were inconsistent, but main effects on intrinsic learning motivation were identified. Surprisingly, relatedness exerted only a minor effect on positive emotion. The results inform strategies to promote students' well-being through distance learning, mitigating the negative effects of the situation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01