Open AccessDistance learning in higher education during COVID-19: The role of basic psychological needs and intrinsic motivation for persistence and procrastination–a multi-country study
Author(s) -
Elisabeth Pelikan,
Selma Korlat,
Julia Reiter,
Julia Holzer,
Martin Mayerhofer,
Barbara Schober,
Christiane Spiel,
Oriola Hamzallari,
Ana Uka,
Jiarui Chen,
Maritta Välimäki,
Zrinka Puharić,
Kelechi Evans Anusionwu,
Angela Nkem Okocha,
Anastassia Zabrodskaja,
Katariina SalmelaAro,
Udo Käser,
Anja Schultze-Krumbholz,
Sebastian Wachs,
Finnur Friðriksson,
Hermína Gunnþórsdóttir,
Yvonne Höller,
Ikuko Aoyama,
Akihiko Ieshima,
Yuichi Toda,
Jon Konjufca,
Njomza Llullaku,
Reda Gedutienė,
Glorianne Borg Axisa,
Irena Avirović Bundalevska,
Angelka Keskinova,
Makedonka Radulović,
Aleksandra Lewandowska-Walter,
Justyna Michałek-Kwiecień,
Piotr Plichta,
Jacek Pyżalski,
Natalia Walter,
Cristina Căutişanu,
Ana Iolanda Vodă,
Shang Gao,
M. Sirajul Islam,
Kai Wistrand,
Michelle F. Wright,
Marko Lüftenegger
Publication year - 2021
Publication title -
plos one
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.99
H-Index - 332
ISSN - 1932-6203
DOI - 10.1371/journal.pone.0257346
Subject(s) - self determination theory , procrastination , psychology , competence (human resources) , deci , autonomy , intrinsic motivation , social psychology , context (archaeology) , goal theory , developmental psychology , political science , geography , archaeology , law
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.