TY - JOUR
T1 - Distance learning in higher education during COVID-19
T2 - The role of basic psychological needs and intrinsic motivation for persistence and procrastination-a multi-country study
AU - Pelikan, Elisabeth
AU - Korlat Ikanovic, Selma
AU - Reiter, Julia
AU - Holzer, Julia
AU - Mayerhofer, Martin
AU - Schober, Barbara
AU - Spiel, Christiane
AU - Hamzallari, Oriola
AU - Uka, Ana
AU - Chen, Jiarui
AU - Välimäki, Maritta
AU - Puharić, Zrinka
AU - Anusionwu, Kelechi Evans
AU - Okocha, Angela Nkem
AU - Zabrodskaja, Anastassia
AU - Salmela-Aro, Katariina
AU - Käser, Udo
AU - Schultze-Krumbholz, Anja
AU - Wachs, Sebastian
AU - Friðriksson, Finnur
AU - Gunnþórsdóttir, Hermína
AU - Höller, Yvonne
AU - Aoyama, Ikuko
AU - Ieshima, Akihiko
AU - Toda, Yuichi
AU - Konjufca, Jon
AU - Llullaku, Njomza
AU - Gedutiene, Reda
AU - Axisa, Glorianne Borg
AU - Avirovic Bundalevska, Irena
AU - Keskinova, Angelka
AU - Radulovic, Makedonka
AU - Lewandowska-Walter, Aleksandra
AU - Michałek-Kwiecień, Justyna
AU - Plichta, Piotr
AU - Pyżalski, Jacek
AU - Walter, Natalia
AU - Cautisanu, Cristina
AU - Voda, Ana Iolanda
AU - Gao, Shang
AU - Islam, Sirajul
AU - Wistrand, Kai
AU - Wright, Michelle F.
AU - Lüftenegger, Marko
N1 - Publisher Copyright:
© 2021 Pelikan et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
PY - 2021/10
Y1 - 2021/10
N2 - Due to the COVID-19 pandemic, higher educational institutions worldwide switched to emergency distance learning in early 2020. The less structured environment of distance learning forced students to regulate their learning and motivation more independently. According to self-determination theory (SDT), satisfaction of the three basic psychological needs for autonomy, competence and social relatedness affects intrinsic motivation, which in turn relates to more active or passive learning behavior. As the social context plays a major role for basic need satisfaction, distance learning may impair basic need satisfaction and thus intrinsic motivation and learning behavior. The aim of this study was to investigate the relationship between basic need satisfaction and procrastination and persistence in the context of emergency distance learning during the COVID-19 pandemic in a cross-sectional study. We also investigated the mediating role of intrinsic motivation in this relationship. Furthermore, to test the universal importance of SDT for intrinsic motivation and learning behavior under these circumstances in different countries, we collected data in Europe, Asia and North America. A total of N = 15,462 participants from Albania, Austria, China, Croatia, Estonia, Finland, Germany, Iceland, Japan, Kosovo, Lithuania, Poland, Malta, North Macedonia, Romania, Sweden, and the US answered questions regarding perceived competence, autonomy, social relatedness, intrinsic motivation, procrastination, persistence, and sociodemographic background. Our results support SDT’s claim of universality regarding the relation between basic psychological need fulfilment, intrinsic motivation, procrastination, and persistence. However, whereas perceived competence had the highest direct effect on procrastination and persistence, social relatedness was mainly influential via intrinsic motivation.
AB - Due to the COVID-19 pandemic, higher educational institutions worldwide switched to emergency distance learning in early 2020. The less structured environment of distance learning forced students to regulate their learning and motivation more independently. According to self-determination theory (SDT), satisfaction of the three basic psychological needs for autonomy, competence and social relatedness affects intrinsic motivation, which in turn relates to more active or passive learning behavior. As the social context plays a major role for basic need satisfaction, distance learning may impair basic need satisfaction and thus intrinsic motivation and learning behavior. The aim of this study was to investigate the relationship between basic need satisfaction and procrastination and persistence in the context of emergency distance learning during the COVID-19 pandemic in a cross-sectional study. We also investigated the mediating role of intrinsic motivation in this relationship. Furthermore, to test the universal importance of SDT for intrinsic motivation and learning behavior under these circumstances in different countries, we collected data in Europe, Asia and North America. A total of N = 15,462 participants from Albania, Austria, China, Croatia, Estonia, Finland, Germany, Iceland, Japan, Kosovo, Lithuania, Poland, Malta, North Macedonia, Romania, Sweden, and the US answered questions regarding perceived competence, autonomy, social relatedness, intrinsic motivation, procrastination, persistence, and sociodemographic background. Our results support SDT’s claim of universality regarding the relation between basic psychological need fulfilment, intrinsic motivation, procrastination, and persistence. However, whereas perceived competence had the highest direct effect on procrastination and persistence, social relatedness was mainly influential via intrinsic motivation.
KW - ACADEMIC PROCRASTINATION
KW - AUTONOMY
KW - COMPETENCE
KW - MODEL
KW - PREDICTORS
KW - RELATEDNESS
KW - SATISFACTION
KW - SELF-DETERMINATION THEORY
KW - STUDENTS
KW - VALIDATION
UR - http://www.scopus.com/inward/record.url?scp=85116539216&partnerID=8YFLogxK
U2 - 10.1371/journal.pone.0257346
DO - 10.1371/journal.pone.0257346
M3 - Article
VL - 16
JO - PLoS ONE
JF - PLoS ONE
SN - 1932-6203
IS - 10
M1 - e0257346
ER -