From Crisis to Resilience: Pandemic Perspectives on College Student Experiences, Motivation and Self-Regulated Learning
The short-term effects during the transition to emergency remote teaching at the onset of the COVID-19 pandemic on college students are well-studied. The present study investigated the ongoing impact of the COVID-19 pandemic on students enrolled in undergraduate classes (e.g., pandemic experiences a...
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| Format: | Article |
| Language: | English |
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Georgia Southern University
2024-01-01
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| Series: | International Journal for the Scholarship of Teaching and Learning |
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| Online Access: | https://digitalcommons.georgiasouthern.edu/ij-sotl/vol18/iss2/6 |
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| author | Diana Botnaru Anna Brady Dragos Amarie April Garrity Erica Hillsnipe Caroline Hopkinson Cynthia Lynes Eryn Maher |
| author_facet | Diana Botnaru Anna Brady Dragos Amarie April Garrity Erica Hillsnipe Caroline Hopkinson Cynthia Lynes Eryn Maher |
| author_sort | Diana Botnaru |
| collection | DOAJ |
| description | The short-term effects during the transition to emergency remote teaching at the onset of the COVID-19 pandemic on college students are well-studied. The present study investigated the ongoing impact of the COVID-19 pandemic on students enrolled in undergraduate classes (e.g., pandemic experiences and their impact on basic psychological needs, metacognitive learning strategies, and motivation regulation). The survey was administered at a 4-year university in the Southeastern United States during fall 2022. The majority of participants (N = 590) were women (82%), white (56.6%), not Hispanic or Latinx (93.4%), and health profession majors (58.1%). Results indicated that mental health, academic, and social experiences during the pandemic predicted students’ basic psychological need satisfaction. In turn, basic psychological need satisfaction predicted metacognitive and motivation regulation strategies. Qualitative analyses revealed that students perceived the pandemic’s influence as positive and negative. These findings highlight the variety of student experiences during the pandemic. |
| format | Article |
| id | doaj-art-422f758a648d4eec9686832f9fd89c91 |
| institution | OA Journals |
| issn | 1931-4744 |
| language | English |
| publishDate | 2024-01-01 |
| publisher | Georgia Southern University |
| record_format | Article |
| series | International Journal for the Scholarship of Teaching and Learning |
| spelling | doaj-art-422f758a648d4eec9686832f9fd89c912025-08-20T02:18:00ZengGeorgia Southern UniversityInternational Journal for the Scholarship of Teaching and Learning1931-47442024-01-0118210.20429/ijsotl.2024.180206From Crisis to Resilience: Pandemic Perspectives on College Student Experiences, Motivation and Self-Regulated LearningDiana BotnaruAnna BradyDragos AmarieApril GarrityErica HillsnipeCaroline HopkinsonCynthia LynesEryn MaherThe short-term effects during the transition to emergency remote teaching at the onset of the COVID-19 pandemic on college students are well-studied. The present study investigated the ongoing impact of the COVID-19 pandemic on students enrolled in undergraduate classes (e.g., pandemic experiences and their impact on basic psychological needs, metacognitive learning strategies, and motivation regulation). The survey was administered at a 4-year university in the Southeastern United States during fall 2022. The majority of participants (N = 590) were women (82%), white (56.6%), not Hispanic or Latinx (93.4%), and health profession majors (58.1%). Results indicated that mental health, academic, and social experiences during the pandemic predicted students’ basic psychological need satisfaction. In turn, basic psychological need satisfaction predicted metacognitive and motivation regulation strategies. Qualitative analyses revealed that students perceived the pandemic’s influence as positive and negative. These findings highlight the variety of student experiences during the pandemic.https://digitalcommons.georgiasouthern.edu/ij-sotl/vol18/iss2/6covid-19 impactundergraduate studentsself-regulationlearningmotivation |
| spellingShingle | Diana Botnaru Anna Brady Dragos Amarie April Garrity Erica Hillsnipe Caroline Hopkinson Cynthia Lynes Eryn Maher From Crisis to Resilience: Pandemic Perspectives on College Student Experiences, Motivation and Self-Regulated Learning International Journal for the Scholarship of Teaching and Learning covid-19 impact undergraduate students self-regulation learning motivation |
| title | From Crisis to Resilience: Pandemic Perspectives on College Student Experiences, Motivation and Self-Regulated Learning |
| title_full | From Crisis to Resilience: Pandemic Perspectives on College Student Experiences, Motivation and Self-Regulated Learning |
| title_fullStr | From Crisis to Resilience: Pandemic Perspectives on College Student Experiences, Motivation and Self-Regulated Learning |
| title_full_unstemmed | From Crisis to Resilience: Pandemic Perspectives on College Student Experiences, Motivation and Self-Regulated Learning |
| title_short | From Crisis to Resilience: Pandemic Perspectives on College Student Experiences, Motivation and Self-Regulated Learning |
| title_sort | from crisis to resilience pandemic perspectives on college student experiences motivation and self regulated learning |
| topic | covid-19 impact undergraduate students self-regulation learning motivation |
| url | https://digitalcommons.georgiasouthern.edu/ij-sotl/vol18/iss2/6 |
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