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

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...

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Bibliographic Details
Published in:AERA open 2021-03, Vol.7 (1), p.23328584211003164-23328584211003164
Main Authors: Holzer, Julia, Lüftenegger, Marko, Korlat, Selma, Pelikan, Elisabeth, Salmela-Aro, Katariina, Spiel, Christiane, Schober, Barbara
Format: Article
Language:English
Subjects:
College Students
Competence
Coronaviruses
COVID-19
Cultural Differences
Distance Education
Distance learning
Emotional Response
Foreign Countries
Independent Study
Learning Motivation
Mathematics Achievement
Pandemics
Personal Autonomy
Predictor Variables
Reading Achievement
Regular
Relevance (Education)
School Closing
Student Attitudes
Student Motivation
Student Needs
University students
Well Being
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Summary: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.
ISSN:2332-8584
2332-8584
DOI:10.1177/23328584211003164