Students’ motivation in an online and a face-to-face semester: a comparison of initial level, development, and use of learning activities
: Challenges for university students were high during distance education in lockdowns due to the COVID-19 pandemic. Self-regulation and motivation became more important, but motivation was possibly challenged more. To investigate motivational differences and possible positive effects of evidence-bas...
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| Main Authors: | , |
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| Format: | Article (Journal) |
| Language: | English |
| Published: |
May 2023
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| In: |
Zeitschrift für Psychologie
Year: 2023, Volume: 231, Issue: 2, Pages: 93-102 |
| ISSN: | 2151-2604 |
| DOI: | 10.1027/2151-2604/a000519 |
| Online Access: | Verlag, kostenfrei, Volltext: https://doi.org/10.1027/2151-2604/a000519 Verlag, kostenfrei, Volltext: https://econtent.hogrefe.com/doi/10.1027/2151-2604/a000519 
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| Author Notes: | Eva Bosch and Birgit Spinath |
| Summary: | : Challenges for university students were high during distance education in lockdowns due to the COVID-19 pandemic. Self-regulation and motivation became more important, but motivation was possibly challenged more. To investigate motivational differences and possible positive effects of evidence-based learning activities, we followed two cohorts of preservice teachers over the course of one semester: One cohort was followed in 2019 in a face-to-face semester (N2019 = 225), and another cohort was followed 1 year later during the first lockdown (N2020 = 311). Students indicated their motivation at five measurement occasions and reported their use of learning activities twice. Multigroup linear change models indicated an overall decline of motivation in both cohorts. Surprisingly, neither initial motivation level nor motivational change differed between cohorts. Students who used more learning activities reported a more positive motivational development. This highlights the chance of evidence-based learning activities for students’ motivation in regular and distance education. |
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| Item Description: | Online veröffentlicht: 30. Mai 2023 Gesehen am 08.08.2023 |
| Physical Description: | Online Resource |
| ISSN: | 2151-2604 |
| DOI: | 10.1027/2151-2604/a000519 |