Are Students' Basic Psychological Needs Fulfilled in Remote Learning Environments?: A Mixed Methods Study

Autor/inn/en	Griendling, Lindsay M.; VanUitert, Victoria J.; McDonald, Sean D.
Titel	Are Students' Basic Psychological Needs Fulfilled in Remote Learning Environments?: A Mixed Methods Study
Quelle	In: Middle Grades Review, 8 (2022) 2, Artikel 2 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Griendling, Lindsay M.) ORCID (VanUitert, Victoria J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Psychological Needs; Distance Education; Self Determination; Personal Autonomy; Competence; Interpersonal Relationship; Educational Environment; COVID-19; Pandemics; Teaching Methods; Teacher Attitudes; Student Attitudes; Parent Attitudes; Middle School Students; Middle School Teachers + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Selbstbestimmung; Individuelle Autonomie; Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Schülerverhalten; Elternverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	Self-determination theory (SDT) posits that three basic psychological needs (i.e., autonomy, competence, and relatedness) must be fulfilled to promote positive outcomes among individuals participating in social environments. Teachers can provide supports to fulfill these needs within classroom environments to help them become autonomously motivated to engage in tasks and activities. Unfortunately, school closures and the shift to remote learning during the COVID-19 pandemic may have challenged teachers' ability to create need-supportive classroom environments due to issues such as reliable access to technology, teacher preparedness in facilitating remote learning, and negative impacts to mental health and wellbeing. However, the extent to which these challenges impacted students' basic need fulfillment has not been investigated to date. Thus, the purpose of this convergent mixed methods study is to evaluate remote teaching from multiple perspectives in order to gain a more complete understanding of the types of strategies that are employed in remote classes, as well as the extent to which teachers, students, and parents perceive remote learning environments as being supportive of students' autonomy, competence, and relatedness needs. Teachers (n = 17) from two middle schools were observed providing remote instruction, and they, along with students (n = 11) and parents (n = 10), participated in a survey and interviews that provided further insight into basic need fulfillment in remote environments. Implications for the field are discussed. (As Provided).
Anmerkungen	University of Vermont - Middle Grades Review. Waterman Hall, Burlington, VT 05405. Web site: http://scholarworks.uvm.edu/mgreview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01