An examination of COVID-19’s impact on student learning: a self-determination theory perspective

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Applied Research in Higher Education Pub Date : 2024-09-04 DOI:10.1108/jarhe-03-2024-0124
Holly Hapke, Anita Lee-Post, Tereza Dean, Kun Huang
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Abstract

Purpose

We propose and test a theoretically grounded structural model of our postulation, providing insights into how students’ COVID experiences affect their general learning experiences, specific learning experiences and specific class performance post-COVID.

Design/methodology/approach

Numerous studies have reported how COVID-19 has impacted student learning in higher education during the pandemic from Spring 2020 to Fall 2021. Students were found to be disengaged, unmotivated, isolated, anxious, having difficulty with emergency remote teaching (ERT) and dealing with financial, physical and/or mental health issues. Against this backdrop, we conduct our own investigation to ascertain what the lasting impacts of COVID-19 are on student learning using a survey instrument. Specifically, we postulate that the academic and social disruptions of COVID-19 affected students’ social connectedness and mental well-being, which in turn, affected their affective and cognitive learning outcomes. We used structural equation modeling to validate a structural model grounded in self-determination theory that capatures the complex relationships between genaral and specfiic COVID-19 impact factors on student learning as seven hypotheses.

Findings

All seven of our hypotheses are supported suggesting that both class-specific factors and broader general factors beyond the classroom affect student's satisfaction with and learning in the class, as postulated in our structural model.

Originality/value

We advance the work of self-determination theory by conceptualizing and modeling the roles that all three self-determination needs play in investigating COVID-19's impact on learning. Overall, our study confirms the value of considering affective factors such as anxiety and satisfaction in learning research.

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考察 COVID-19 对学生学习的影响:自我决定理论视角
目的我们提出并测试了一个有理论依据的结构模型,让我们深入了解学生的 COVID 体验如何影响他们在 COVID 后的一般学习体验、具体学习体验和具体课堂表现。设计/方法/途径大量研究报告了 COVID-19 如何影响 2020 年春季至 2021 年秋季大流行期间高等教育中学生的学习。研究发现,学生脱离学习、缺乏动力、孤立、焦虑、难以适应紧急远程教学(ERT),并面临经济、身体和/或心理健康问题。在此背景下,我们利用调查工具开展了自己的调查,以确定 COVID-19 对学生学习的持久影响。具体来说,我们假设 COVID-19 所造成的学业和社会干扰影响了学生的社会联系和心理健康,进而影响了他们的情感和认知学习成果。我们使用结构方程模型验证了一个以自我决定理论为基础的结构模型,该模型将 COVID-19 对学生学习的总体影响因素和具体影响因素之间的复杂关系概括为七个假设。研究结果我们的七个假设都得到了支持,这表明,正如我们的结构模型所假设的那样,课堂特定因素和课堂之外的更广泛的一般因素都会影响学生对课堂的满意度和学习效果。总之,我们的研究证实了在学习研究中考虑焦虑和满意度等情感因素的价值。
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来源期刊
Journal of Applied Research in Higher Education
Journal of Applied Research in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.50
自引率
11.80%
发文量
63
期刊介绍: Higher education around the world has become a major topic of discussion, debate, and controversy, as a range of political, economic, social, and technological pressures result in a myriad of changes at all levels. But the quality and quantity of critical dialogue and research and their relationship with practice remains limited. This internationally peer-reviewed journal addresses this shortfall by focusing on the scholarship and practice of teaching and learning and higher education and covers: - Higher education teaching, learning, curriculum, assessment, policy, management, leadership, and related areas - Digitization, internationalization, and democratization of higher education, and related areas such as lifelong and lifewide learning - Innovation, change, and reflections on current practices
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