Academic Self-Regulation, Chronotype and Personality in University Students During the Remote Learning Phase due to Covid-19
Bibliographic Data
| ID | 22167341 |
|---|---|
| Authors | Naomi Staller (0000-0002-9851-9681, University of Tübingen, corresponding author), Nadine Großmann (0000-0003-0997-5624, Bielefeld University), Alexander Eckes (Osnabrück University), Matthias Wilde (0000-0002-1630-3263, Bielefeld University), Florian H Müller (0000-0003-1749-7212, University of Klagenfurt), Christoph Randler (0000-0002-7357-2793, University of Tübingen) |
| Year | 2021 |
| Volume | 6 |
| Publication date | 2021-06-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2021.681840 |
| OpenAlex | W3174603024 |
| Language | EN |
| Citations received | 6 |
| References cited | 84 |
During the COVID-19 shutdown phase in Germany, universities stopped presence teaching and students had to turn to digital instruction. To examine their capability to cope with the changed learning situation, we assessed how basic psychological need satisfaction and frustration, motivational regulation, vitality, and self-efficacy of 228 German biology-teaching students (75% female) relate to their chronotype and personality (Big Five). Specifically, we were interested in possible effects of chronotype and personality dimensions on variables related to successful remote learning. Since the pandemic and remote learning will accompany teaching and learning at university in 2021, predictors of successful remote learning need to be identified to support student learning optimally in digital learning environments. In our study, morning-oriented, conscientious, and open students with low neuroticism seem to better cope with the shutdown environment due to vitality, self-efficacy, and partly their self-determined motivation. Moreover, our findings implicate students might need different support depending on their chronotype and personality during the digital learning phase
Chronotype · Mathematics education · Neuroticism · Personality · Vitality · Applied Psychology · COVID-19 and Mental Health · Medicine · Motivation and Self-Concept in Sports · Psychological and Temporal Perspectives Research · Psychology · Social Psychology
The big five factors as differential predictors of self-regulation, achievement emotions, coping and health behavior in undergraduate students
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Profiles of need frustration in online learning
The Relation of Big Five Personality Traits on Academic Performance, Well-Being and Home Study Satisfaction in Corona Times
Do all larks have it better and owls have it worse? Examining the adaptiveness of circadian types in light of the Circumplex of Personality Metatraits
The Relationship Between Basic Psychological Needs and Academic Achievement in Adolescents
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Social Jetlag
The Relation Between Self-Beliefs and Academic Achievement
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The Mediating Role of General Self-Efficacy in the Relationship Between the Big Five Personality Traits and Perceived Stress
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| Unique citing works | 6 |
|---|---|
| Citations per year | 3 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |