Impact of the Covid ‐19 lockdown on gifted and non‐gifted primary school students' well‐being and motivation from a self‐determination perspective
Bibliographic Data
| ID | 21723003 |
|---|---|
| Authors | H Elise Samsen‐Bronsveld (0000-0001-7495-709X, Stichting BOOM The Netherlands, corresponding author), Sanne H G Van Der Ven (0000-0002-4761-0741, Radboud University The Netherlands), Paula P A M Speetjens (Netherlands Youth Institute The Netherlands), Anouke Bakx (0000-0003-2983-2962, Radboud University Nijmegen), Anouke W E A Bakx (Radboud University The Netherlands) |
| Year | 2023 |
| Volume | 23 |
| Issue | 2 |
| Pages | 100-115 |
| Publication date | 2023-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Special Educational Needs (JOURNAL) |
| Journal identifiers | ISSN: 1471-3802 • E-ISSN: 1471-3802 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1471-3802.12583 |
| PMID | 36718255 |
| OpenAlex | W4307834974 |
| Language | EN |
| Citations received | 5 |
| References cited | 56 |
This study examined the impact of the COVID‐19‐induced school lockdown on need satisfaction, well‐being and motivation in both gifted and non‐gifted primary school students in the Netherlands. A total of 312 parents (122 from gifted children) participated. The lockdown had mainly negative effects on students' need satisfaction, well‐being and motivation. However, the impact of the lockdown was less negative for gifted students. There was also a levelling effect: Before the lockdown, gifted students had lower need satisfaction, well‐being and motivation than their non‐gifted peers, but these differences decreased during the lockdown due to (stronger) declines in the non‐gifted. Changes in non‐gifted students' well‐being and motivation, because of the lockdown, were negatively mediated by autonomy and relatedness with classmates. Among the gifted, this was positively mediated by competence. Only before the lockdown, the effects of giftedness on well‐being and motivation were mediated by autonomy and relatedness satisfaction
Autonomy · Developmental psychology · Gifted education · Intrinsic motivation · Self-determination theory · Medicine · Motivation and Self-Concept in Sports · Psychological Well-being and Life Satisfaction · Psychology · Resilience and Mental Health · Social Psychology
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Young learners’ motivation, self-regulation and performance in personalized learning
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Psychological science and its societal mission during the Sars‐CoV‐2 pandemic
Self-Determination Theory
Two-condition within-participant statistical mediation analysis
Parental experiences of homeschooling during the Covid-19 pandemic
Learning loss due to school closures during the Covid-19 pandemic
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Basic psychological need satisfaction, need frustration, and need strength across four cultures
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Applying the self-determination theory (SDT) to explain student engagement in online learning during the Covid-19 pandemic
Parents’ perceptions of secondary school students’ motivation and well‐being before and during the Covid‐19 lockdown
Student engagement in K-12 online learning amid Covid-19
Educational gains of in‐person vs. distance learning in primary and secondary schools
Interventions to reduce prejudice and enhance inclusion and respect for ethnic differences in early childhood
Subjective Emotional Well-Being, Emotional Intelligence, and Mood of Gifted vs. Unidentified Students
Fathers Matter
Parenting adolescents in times of a pandemic
The role of school‐based relationships for school well‐being
Intrinsic and Extrinsic Motivations
The "What" and "Why" of Goal Pursuits
Need Satisfaction and Well-Being
| Citations per year | 1.67 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |