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Status: Bibliographieeintrag

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Verfasst von:Sander, Zoe [VerfasserIn]   i
 Bosch, Eva [VerfasserIn]   i
 Spinath, Birgit [VerfasserIn]   i
Titel:Motivational development and learning success in regular semesters and distance semesters under pandemic conditions in an educational psychology lecture course
Verf.angabe:Zoe Maj Sander, Eva Bosch, Birgit Spinath
Ausgabe:Early access
Jahr:2024
Umfang:24 S.
Fussnoten:Online veröffentlicht: 18. April 2024 ; Gesehen am 16.08.2024 (nur frontdoor)
Titel Quelle:Enthalten in: The journal of experimental education
Ort Quelle:London [u.a.] : Routledge, Taylor & Francis Group, 1932
Jahr Quelle:2024
Band/Heft Quelle:(2024), early view, Seite 1-24
ISSN Quelle:1940-0683
Abstract:This study compared university students’ motivational development and learning success during multiple regular and pandemic distance semesters. In general, a decline in expectancies and task values was expected during semesters. Based on situated expectancy-value theory, we exploratively examined how situative pandemic-related factors were related to motivational development, knowledge acquisition, and ceased self-testing. Data from N = 690 students attending the same lecture course on educational psychology were assessed in four regular (n = 426) and three distance (n = 264) semesters using latent growth curve modeling. Declines in all motivational components except attainment value were found in the overall sample. Motivation did not differ between regular and distance semesters. However, regarding learning success, students in pandemic distance semesters showed lower knowledge test performance and ceased self-testing more often and earlier. There were many concerns that the pandemic had a strong negative impact on students’ motivation and learning success. However, our results provide evidence that students’ motivation was quite robust. Nonetheless, the high rate of ceased self-testing in distance semesters is a concerning result and our study highlights the need for strategies to provide increased support for learners under regular as well as special conditions.
DOI:doi:10.1080/00220973.2024.2341053
URL:Bitte beachten Sie: Dies ist ein Bibliographieeintrag. Ein Volltextzugriff für Mitglieder der Universität besteht hier nur, falls für die entsprechende Zeitschrift/den entsprechenden Sammelband ein Abonnement besteht oder es sich um einen OpenAccess-Titel handelt.

Volltext: https://doi.org/10.1080/00220973.2024.2341053
 DOI: https://doi.org/10.1080/00220973.2024.2341053
Datenträger:Online-Ressource
Sprache:eng
Sach-SW:COVID-19
 distance teaching
 learning success
 motivational development
 situated expectancy-value theory
K10plus-PPN:1899049568
Verknüpfungen:→ Zeitschrift

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