A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä

Feeling exhausted and isolated? The connections between university students' remote teaching and learning experiences, motivation, and psychological well-being during the COVID-19 pandemic




TekijätJuntunen Henriikka, Tuominen Heta, Viljaranta Jaana, Hirvonen Riikka, Toom Auli, Niemivirta Markku

KustantajaROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD

Julkaisuvuosi2022

JournalEducational Psychology

Tietokannassa oleva lehden nimiEDUCATIONAL PSYCHOLOGY

Lehden akronyymiEDUC PSYCHOL-UK

Sivujen määrä21

ISSN0144-3410

eISSN1469-5820

DOIhttps://doi.org/10.1080/01443410.2022.2135686

Verkko-osoitehttps://doi.org/10.1080/01443410.2022.2135686

Rinnakkaistallenteen osoitehttps://research.utu.fi/converis/portal/detail/Publication/177325775


Tiivistelmä

We examined university students' experiences of remote teaching and learning, how the experiences are associated with well-being, and whether those associations differ according to motivation. Using latent variable modelling, we classified Finnish university students (N = 2686) based on their expectancy-value-cost profiles, compared latent means, and tested whether the predictions varied across profiles. Six expectancy-value-cost profiles were identified: moderately motivated, utility-oriented, disengaged, indifferent, positively ambitious, and struggling ambitious. Overall, positively ambitious students seemed most adaptive in terms of their study experiences and well-being. Similarly across the profiles, engagement was predicted positively by the evaluation of remote teaching and negatively by experienced strain, exhaustion positively by the evaluation of teaching and strain, and depressive symptoms positively by strain and sense of alienation. Findings suggest that subjective experiences of remote teaching and learning during the pandemic contribute to students' well-being in unique ways and that distinct motivational mindsets may buffer against the negative outcomes.


Ladattava julkaisu

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Last updated on 2024-26-11 at 14:00