Feeling Exhausted and Isolated? The Connections between University Students' Remote Teaching and Learning Experiences, Motivation, and Psychological Well-Being during the COVID-19 Pandemic

Autor/inn/en	Juntunen, Henriikka; Tuominen, Heta; Viljaranta, Jaana; Hirvonen, Riikka; Toom, Auli; Niemivirta, Markku
Titel	Feeling Exhausted and Isolated? The Connections between University Students' Remote Teaching and Learning Experiences, Motivation, and Psychological Well-Being during the COVID-19 Pandemic
Quelle	In: Educational Psychology, 42 (2022) 10, S.1241-1262 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Juntunen, Henriikka) ORCID (Tuominen, Heta) ORCID (Viljaranta, Jaana) ORCID (Hirvonen, Riikka) ORCID (Toom, Auli) ORCID (Niemivirta, Markku)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2022.2135686
Schlagwörter	Foreign Countries; College Students; Distance Education; Electronic Learning; Student Experience; Well Being; Learning Motivation; COVID-19; Pandemics; Psychological Patterns; Academic Aspiration; Depression (Psychology); Symptoms (Individual Disorders); Stress Variables; Social Isolation; Fatigue (Biology); Expectation; Profiles; Student Attitudes; Affective Measures; Predictor Variables; Finland; UCLA Loneliness Scale + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Distance study; Distance learning; Fernunterricht; Studienerfahrung; Well-being; Wellness; Wohlbefinden; Motivation for studies; Lernmotivation; Psychiatrische Symptomatik; Soziale Isolation; Fatigue; Ermüdung; Expectancy; Erwartung; Charakterisierung; Profilanalyse; Schülerverhalten; Prädiktor; Finnland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01