Motivational Factors for Undergraduate Students During Covid-19 Remote Learning

Dados 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 correspondente)
Ano2024
Volume32
Fascículo2
Páginas287-291
Data de publicação2024-04-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoThe Family Journal (JOURNAL)
Identificadores do periódicoISSN: 1066-4807 • E-ISSN: 1552-3950
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/10664807231163245
OpenAlexW4328111526
IdiomaEN
Referências 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