Motivational Factors for Undergraduate Students During Covid-19 Remote Learning

Datos Bibliográficos

ID21638540
AutoresRuben M Lopez (Division of Psychology and Counseling, Governors State University, University Park, IL, USA), Eman Tadros (0000-0001-8224-5391, Division of Psychology and Counseling, Governors State University, University Park, IL, USA, autor de correspondencia)
Año2024
Volumen32
Número2
Páginas287-291
Fecha de publicación2024-04-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaThe Family Journal (JOURNAL)
Identificadores de la revistaISSN: 1066-4807 • E-ISSN: 1552-3950
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/10664807231163245
OpenAlexW4328111526
IdiomaEN
Referencias citadas23

Pedagogical practices use support of empirical research conducted on students learning in-person, but traditional methods of teaching might not work in times of rapid changes. Globally, courses have switched to online/remote learning and the transition has created challenges to student achievement. The unexpected public safety hazards shifted research focus on the impact of remote learning during COVID-19. Previous interventions including positive reinforcement, negative punishment, perceived control, optimism, and factors of self-determination as single constructs have been used to increase student motivation and engagement. The literature reviewed provides an overview of the impact of previous motivation interventions and the theories used to examine students’ motivation. Future implications to design courses incorporating these key five focuses are ideal for student achievement in remote learning

Mathematics education · Optimism · Psychological intervention · COVID-19 and Mental Health · Impact of Technology on Adolescents · Medicine · Motivation and Self-Concept in Sports · Psychology · Social Psychology