COMPARISON OF COVID-19 FEAR, PHYSICAL ACTIVITY LEVEL, MENTAL HEALTH, ACADEMIC MOTIVATION AND SLEEP QUALITY OF UNIVERSITY STUDENTS WHO RECEIVED DISTANCE AND FACE-TO-FACE EDUCATION DURING THE PANDEMIC PERIOD.

Purpose: One of the areas most affected by the sudden restrictions caused by the Covid-19 pandemic was the education system and students. The aim of this study was to compare the fear of Covid-19, physical activity levels, mental health, academic motivation and sleep quality of students who received distance education and face-to-face education during the pandemic period. Method(s): In our study 93 university students who received distance education (age: 20.33+/- 1.82 years, height: 167.08+/-8.86 cm, weight: 61.41+/-12.08 kg) and 110 university students who received face-to-face education (age: 20.13+/-0.98 years, height: 167.62+/-8.12 cm, weight: 62.20+/-13.32 kg) were included. Fear of Covid-19 were evaluated by the Covid-19 Fear Scale, physical activity levels by International Physical Activity Questionnaire, mental healths by Depression Anxiety Stress Scale, academic motivations by Academic Motivation Scale, and sleep quality by the Pittsburg Sleep Quality Index. Result(s): There was no difference between the two groups in the parameters of mental health (p=0.335), academic motivation (p=0.629) and sleep quality (p=0.230). It was observed that the fears of Covid-19 (p=0.001) and physical activity levels (p=0.023) of the students who received distance education were lower than those who received face-to-face education, and the sitting times (p=0.001) were higher. Conclusion(s): During the Covid-19 pandemic, it was observed that there was no difference in mental health, academic motivation and sleep quality between distance education and face-to- face education. However, we think that it is important to plan for reducing the sitting times and to increase their physical activity levels of students who receive distance education.Copyright © 2022 Turkish Physiotherapy Association. All rights reserved.

Motivation of UK graduate students in education: self-compassion moderates pathway from extrinsic motivation to intrinsic motivation.

Academic motivation is recognised as a key factor for academic success and wellbeing. Highly motivated students actively engage with academic activities and maintain good wellbeing. Despite the importance of motivation in education, its relationship with engagement and wellbeing remains to be evaluated. Accordingly, this study explored the relationships between motivation, engagement, self-criticism and self-compassion among UK education postgraduate students. Of 120 postgraduate students approached, 109 completed three self-report scales regarding those constructs. Correlation, regression and moderation analyses were performed. Intrinsic and extrinsic motivation were positively associated with engagement, whereas amotivation was negatively associated with it. Engagement positively predicted intrinsic motivation. Self-criticism and self-compassion moderated the pathway from extrinsic motivation to intrinsic motivation: higher self-criticism weakened the pathway, while higher self-compassion strengthened it. Findings suggest the importance of engagement in relation to cultivating intrinsic motivation of education students. Moreover, enhancing self-compassion and reducing self-criticism can help transfer extrinsic to intrinsic motivation.

Methodological Strategy for the Development of Academic Motivation of First-year High School Students in the Face of the New Normal

Academic demotivation is a determining factor in the risk of dropping out of school, it prevents the student from maintaining a behavior oriented to student achievement, low self-esteem and the formation of an erroneous self-concept;which became evident in the face of the changes in the educational context as a result of Covid-19. In view of the academic demotivation shown by the students when returning to face-to-face classes, the objective of the research was to design a methodological strategy for the development of the students' academic motivation in the face of the new normality. The sample consisted of 126 students, and the research approach was mixed. The method used was the survey, the results of which show that 54.76% of the students feel unmotivated to continue their studies. Based on the results obtained, a methodological strategy was designed for the development of students' academic motivation.

Resilience and academic motivation's mediation effects in nursing students' academic stress and self-directed learning: A multicenter cross-sectional study.

AIMS: To investigate the mediating role of resilience and academic motivation between academic stress and self-directed learning. BACKGROUND: Academic stress in nursing students is a well-reported concept that affects resilience, academic motivation and self-directed learning. However, there is a dearth of studies investigating the mediating role of resilience and academic motivation between academic stress and self-directed learning. DESIGN: Cross-sectional study and mediation analysis. METHODS: Nursing students (n = 718) were recruited from five nursing schools via convenience sampling. Four self-report scales (Perception of Academic Stress Scale, Connor and Davidson Resilience Scale, Short Academic Motivation Scale and Self-directed Learning Instrument) were used to collect data from August to December 2022. Pearson's r, bivariate analysis and multistage regression analyses were employed to analyze the data. RESULTS: Academic stress negatively influences nursing students' resilience, academic motivation and self-directed learning. Resilience and academic motivation have a positive impact on self-directed learning. Resilience and academic motivation mediate the relationship between academic stress and self-directed learning, as evidenced by a reduction in the negative impacts of academic stress on nursing students. CONCLUSION: Resilience and academic motivation, as mediators, reduce the effects of academic stress on self-directed learning. Nursing educators and administrators should promote programs that strengthen resilience and academic motivation. Thus, improving educational and clinical performance.

Human development in times of the COVID-19 pandemic

The COVID-19 pandemic represented a highly dynamic cause of multisystem disturbances that evoked complex and largely differing responses of countries, communities, neighbourhoods, families, schools, and individuals. With these multisystem complexities in mind, it is nearly impossible to fully understand the impact of the COVID-19 pandemic on human development. Nevertheless, when applying appropriate research designs, it is possible to gain some major insights on how human development unfolded during this global crisis. The main goal of this special section was to collect some of the strongest studies that have been conducted to better understand various aspects of human functioning during the COVID-19 pandemic, with an emphasis on youth and their caregivers. The studies that were chosen for this special section comprise children, adolescents, emerging adults, and mothers, and they aimed to better understand changes in life satisfaction, mental health, academic motivation, food intake, and parenting. Taken together, these studies provide highly informative spotlights on human development in times of the COVID-19 pandemic, and they call for future analyses to further elucidate unexpected findings that might have occurred more often than we have initially thought. [ FROM AUTHOR] Copyright of European Journal of Developmental Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Comparison of Covid-19 Fear, Physical Activity Level, Mental Health, Academic Motivation and Sleep Quality of University Students Who Received Distance and Face-to-Face Education during the Pandemic Period

Purpose: One of the areas most affected by the sudden restrictions caused by the Covid-19 pandemic was the education system and students. The aim of this study was to compare the fear of Covid-19, physical activity levels, mental health, academic motivation and sleep quality of students who received distance education and face-to-face education during the pandemic period. Methods: In our study 93 university students who received distance education (age: 20.33 +/- 1.82 years, height: 167.08 +/- 8.86 cm, weight: 61.41 +/- 12.08 kg) and 110 university students who received face-to-face education (age: 20.13 +/- 0.98 years, height: 167.62 +/- 8.12 cm, weight: 62.20 +/- 13.32 kg) were included. Fear of Covid-19 were evaluated by the Covid-19 Fear Scale, physical activity levels by International Physical Activity Questionnaire, mental healths by Depression Anxiety Stress Scale, academic motivations by Academic Motivation Scale, and sleep quality by the Pittsburg Sleep Quality Index. Results: There was no difference between the two groups in the parameters of mental health (p=0.335), academic motivation (p=0.629) and sleep quality (p=0.230). It was observed that the fears of Covid-19 (p=0.001) and physical activity levels (p=0.023) of the students who received distance education were lower than those who received face-to-face education, and the sitting times (p=0.001) were higher. Conclusion: During the Covid-19 pandemic, it was observed that there was no difference in mental health, academic motivation and sleep quality between distance education and face-to-face education. However, we think that it is important to plan for reducing the sitting times and to increase their physical activity levels of students who receive distance education.

A Comparative Analysis of Student Satisfaction and Motivation, Academic Performance and Subjective Well-Being Before and During Covid-19 Pandemic

The Covid-19 pandemic affected Saudi students' subjective well-being in higher education. The paper aims to explore the relationship between the subjective well-being of female students, academic performance, and motivation before and during the Covid-19 pandemic. The current study employs a survey for a sample of 200 female students from different academic majors and levels at a public Saudi university in Riyadh. We apply a comparative analysis using the SPSS 25 version. The results showed that there is a statistically significant difference between the satisfaction of students before and during Covid-19 pandemic. The Covid-19 has a considerable impact on students' academic performance and motivation. © 2023 Mabrouk et al.

An experimental case study on forum-based online teaching to improve student's engagement and motivation in higher education

With the spread of the coronavirus disease 2019 (COVID-19), online education has been increasingly adopted globally. However, whether the online teaching approach is effective for students' learning engagement and motivation is still an open question. To improve students' learning engagement and motivation to minimize students' indulgent in procrastination and plagiarism behavior, an experimental case study on forum-based online teaching was carried out. Results showed that compared to traditional class teaching, the forum-based online teaching effectively improved students' learning engagement and motivation as well as reduced procrastination and plagiarism. Although some students are emotionally resistant to this new forum-based online teaching method, most of the students believed their presentation and other academic skills could be improved through forum-based online teaching. Moreover, students generally accepted moderate levels of peer pressure and competition that were created by the forum-based learning process. Therefore, forum-based online teaching can be considered as a useful complementary approach to traditional class teaching. The implications of this study include that breaking a final "term paper" into multiple small online submissions helps students proactively complete homework assignments and avoids plagiarism. Moreover, educators integrate theories into students' life experiences through online teaching forums, which also improve student learning engagement and motivation. [ FROM AUTHOR] Copyright of Interactive Learning Environments is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

The perception of coaches of the impact of the COVID-19-related shutdown of sports in the spring 2020 on the academic performance and mental health of high school student-athletes in Bergen County, New Jersey

The purpose of this study was to examine how coaches perceived the shutdown of sports, due to the COVID-19 pandemic in the Spring of 2020, impacted the academic performance and mental health of high school student-athletes in north New Jersey. To conduct this study, the researcher conducted semi-structured interviews asking open-ended questions of 11 coaches from Bergen County who were employed during the 2020 Spring season as coaches and teachers in the high schools they represented. At the base grounding this study was Self-Determination Theory (SDT), as proposed by Ryan and Deci (2000). Through the examination of interview responses, the researcher determined that the shutdown of sports had a negative impact on the academic performance, academic motivation, and mental health of student-athletes. While the impact on the academic performance of student-athletes was perceived to be comparable by some to others in the building, evidence indicated that the shutdown of sports hurt student-athletes because of factors that included social isolation, a lack of physical activity, and the perceived loss of a reason to attend school. The coaches also perceived that the mental health of student-athletes, both male and female, was impacted by the shutdown of high school sports in 2020. Especially impacted by the lockdowns were senior athletes who were hurt because of the loss of opportunities to achieve certain goals in their last year of high school and interference with college opportunities that arose as a result of the shutdown of sports during the pandemic. Lastly, it was found the coaches shared varying recollections in terms of the impact of the shutdown of sports on male athletes compared to female athletes, with the belief that male athletes were more negatively affected, both academically and from a mental health standpoint. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Examining the effects of academic motivation and online learning on Malaysian tertiary students' psychological well-being and perceived learning performance

This study investigated how online learning, mandated for tertiary education over one year in Malaysia since March 2020 due to the COVID-19 pandemic, impacted students' perceived learning performance and psychological well-being. This study focused on the relationship between academic motivation, psychological engagement (enthusiasm, perseverance, and reconciliation), and their impact on perceived learning performance and psychological well-being, with psychological engagement acting as a mediator. This study collected survey responses from 288 students at 49 higher learning institutions in Malaysia using purposive sampling in March 2022. The results revealed that intrinsic motivation is the sole predictor of enthusiasm engagement. Intrinsic and extrinsic motivations jointly influence perseverance engagement, while reconciliation is significantly affected by all three types of motivations. The mediation analysis results suggest that enthusiasm engagement mediates the relationship between intrinsic motivation and two outcome variables. Furthermore, perseverance engagement mediates the relationship between both intrinsic and extrinsic motivations with the two outcome variables. In contrast, reconciliation serves as a mediator for the relationship between amotivation and learning performance, as well as the relationship between extrinsic motivation and both learning performance and psychological well-being. Overall, the study highlights the importance of academic motivation and psychological engagement in online learning in tertiary education. © 2023 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.

Feasibility of Developing Creative Mathematics Learning Media Augmented Reality Building Materials

This study aims to determine the feasibility of Augmented Reality Creative Mathematics learning media for geometric materials in elementary schools. The development of Augmented Reality Creative Mathematics learning media uses research and development methods or Research & Development, which produces a three-dimensional learning media using Augmented Reality technology in the Assemblr Edu application. This research and development use the ADDIE development model, which includes 5 development steps, namely: 1) analysis, namely needs analysis;2) design, namely design or planning;3) development, namely development;4) implementation, namely implementation and 5) evaluation, namely evaluation. Based on the feasibility test results, it can be concluded that the Augmented Reality Creative Mathematics media is suitable for use as a learning medium for geometric materials in class V SDIT Istiqamah Balikpapan. [ABSTRACT FROM AUTHOR] Copyright of Technium Social Sciences Journal is the property of Technium Press Constanta and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Researching Teacher Work Motivation in Ghana through the Lens of COVID-19

Teachers, particularly in developing contexts, were vulnerable populations during the COVID-19 pandemic. As natural parental figures for students, they had to reconcile the dual role of ensuring the safety and health of students and their own and their family's well-being. The external crisis of COVID-19 heightened the negative experiences of teachers in their work environments during both online and physical instruction. This qualitative phenomenological study involving thirty (30) secondary school teachers in Ghana took a comprehensive and fresh look at how COVID-19 impacted the work motivation of teachers. It was found that teachers suffered a great deal of stress in the wake of the pandemic and had to face mounting concerns about their working conditions. The low morale of teachers precipitated by COVID-19 made them develop attrition intentions. However, intrinsic and altruistic traits such as passion, the feeling of responsibility, and the desire to contribute to society and foster student development made teachers resilient towards the deleterious effects of the pandemic to promote optimal teaching. Future studies should investigate the installation of support structures that strengthen the motivation of teachers in unforeseen crises. [ FROM AUTHOR] Copyright of COVID is the property of MDPI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

"It was the Best of Times, it was the Worst of Times” – a Tale of Motivational-affective Aspects of Teaching During the 2020–2021 COVID-19 Pandemic in Serbia

In order to shed light on the intrapersonal mechanisms that underlie the teaching in the blended learning environment, which implies the integration of complementary face-to-face and online approaches, we focused on the relationship between teachers' self-efficacy and motivation for teaching, with reference to the mediating role of teachers' emotional experiences. The sample included 341 subject teachers from Serbian primary schools, who use the blended learning model in teaching (84% female;average age 43.97 years). The Teachers' Sense of Efficacy Scale, Emotions in Teaching Inventory – Revised, and Autonomous Motivation for Teaching Scale were used to examine the variables of interest. The overall fit of the mediated model to the data was adequate, confirming the mediating role of teachers' emotions in the relationship between the studied motivational constructs. The results indicate that the motivation for teaching in a blended learning environment relies on self-efficacy in instructional strategies and self-efficacy in classroom management, which partially act through the emotions concerning the experience of tension. (English) [ FROM AUTHOR]

Teachers' and school administrators' perceptions of emergency distance education.

This research was conducted to determine the perceptions of school administrators and teachers about Covid-19 and distance education. The research is a descriptive study conducted to reflect the specific characteristics of the participants. In this context, the research model is the scanning model. In the population of the study, 31 school administrators and 156 teachers voluntarily participated in a province of Turkey in the 2020-2021 academic year. An easily accessible situation sampling technique was used in determining the participants. Within the scope of the research, a distance education satisfaction questionnaire was developed based on the experiences of the researcher himself, and an information form containing the personal information of the participants was used to collect data. The data within the scope of the research were collected by sending the data collection tool prepared online to school administrators and teachers. The data collection tool was delivered to participants via WhatsApp groups via google forms. While analyzing the data obtained within the scope of the study, descriptive statistical analyzes were made in all questions and basic statistical values ​​such as frequency, percentage, standard deviation, mode, median was reported. At the end of the study, it was determined that half of the participants did not consider the distance education conducted in their schools during the epidemic period to be sufficient. Administrators and teachers; 49.7% of them stated that they could partially benefit from distance education while conducting the lessons, 40.1% stated that it is not appropriate to conduct the lessons with distance education, and 10.2% stated that all the lessons could be conducted by distance education.

Integrating online meta-cognitive learning strategy and team regulation to develop students' programming skills, academic motivation, and refusal self-efficacy of Internet use in a cloud classroom.

With the development of technology and demand for online courses, there have been considerable quantities of online, blended, or flipped courses designed and provided. However, in the technology-enhanced learning environments, which are also full of social networking websites, shopping websites, and free online games, it is challenging to focus students' attention and help them achieve satisfactory learning performance. In addition, the instruction of programming courses constantly challenges both teachers and students, particularly in online learning environments. To overcome and solve these problems and to facilitate students' learning, the researchers in this study integrated two teaching approaches, using meta-cognitive learning strategy (MCLS) and team regulation (TR), to develop students' regular learning habits and further contribute to their programming skills, academic motivation, and refusal self-efficacy of Internet use, in a cloud classroom. In this research, a quasi-experiment was conducted to investigate the effects of MCLS and TR adopting the experimental design of a 2 (MCLS vs. non-MCLS) × 2 (TR vs. non-TR) factorial pre-test/post-test. In this research, the participants consisted of four classes of university students from non-information or computer departments enrolled in programming design, a required course. The experimental groups comprised three of the classes, labelled as G1, G2, and G3. G1 concurrently received both the online MCLS and TR intervention, while G2 only received the online MCLS intervention, and G3 only received the online TR intervention. Serving as the control group, the fourth class (G4) received traditional teaching. This study investigated the effects of MCLS, TR, and their combination, on improving students' programming skills, academic motivation, and refusal self-efficacy of Internet use in an online computing course. According to the results, students who received online TR significantly enhanced their programming design skills and their refusal self-efficacy of Internet use a cloud classroom. However, the expected effects of MCLS on developing students' programming skills, academic motivation, and refusal self-efficacy of Internet use were not found in this study. The teaching strategy of integrating MCLS and TR in an online programming course in this study can serve as a reference for educators when conducting online, blended, or flipped courses during the COVID-19 pandemic.

A LEGO® Serious Play activity to help teamwork skills development amongst business students

Methods for teaching higher education students how to learn teamwork skills are constantly evolving. Over the last few years, serious games have become popular in business schools for stimulating teamwork among students by making them focus on the game while pursuing a team objective. Among these games, LEGO® Serious Play has shown enormous potential. However, the number of results published on its application to the development of teamwork skills remains scarce. This paper seeks to explain the development of a teaching activity designed to make all first year undergraduate students in a business school work in teams. The way in which LEGO® Serious Play can position students within the research process is discussed, as is the potential for LEGO® Serious Play as a participatory method. Additionally, we summarize teacher and student metrics related to their experience with the activity in terms of teamwork performance and results, and we show the effect of contextual factors such as daily or weekly schedule or team size. This 'one shot' teamwork activity with first year students is expected to have an effect later when they are able to re-create the processes used to work as a team. [ FROM AUTHOR]

Predictors and Components in the Academic Motivation of Nursing Students during the Covid-19 Pandemic in Jordan

Background: Nursing is a noble profession that aims to care for individuals, families, and communities to achieve optimum health and quality of life. Nurses are the largest constituent of the healthcare team and nursing students’ motivation towards their field of inquiry affects their satisfaction and academic performance. Aim: To examine the academic motivation among nursing students in public universities in Jordan in the context of COVID-19. Materials and Methods: A descriptive cross-sectional study conducted in three public universities in Jordan. A total of 437 nursing students in their second, third, or fourth year of study answered a self-administered online questionnaire. Descriptive and multivariant analysis was conducted using SPSS 24. Results: Academic motivation among students from three public universities was below the averages reported in the international literature. Students’ mean scores on the academic motivation scale knowledge was 90.25 out of 196, and the average mean scores for all subscales were just above the midpoint, except for the extrinsic regulation scale, which was 14.57 out of 30. Students reported higher levels of extrinsic motivation. Conclusions: Educators must focus on nursing students’ need for support and consider the development of a curriculum that strengthens student learning and nurtures their internal and external motivation needs. © 2022 DSR Publishers ∕ The University of Jordan. All Rights Reserved.

Reflections of Distance Education on Students' Academic Motivations for Turkish Lessons.

Distance education is educational practices that use various technological materials in the learning process and allow the temporal and spatial boundaries between the student and the instructor to disappear. Especially in the COVID-19 pandemic, distance education applications have become a necessity, and mother language education has been tried to be provided by distance education. The aim of this study is to reveal the reflections of distance education on the academic motivation of students regarding Turkish lessons. The research was carried out in the case study pattern, which is one of the qualitative research methods. Working group;It was determined by purposive sampling methods among middle school students, in the city center of Elazig. During the data collection process, semi-structured one-on-one interviews and reminder notes and observation reports were kept. The data obtained from the interviews;it was recorded with a voice recorder and written down and analyzed by descriptive and content analysis methods. As a result of the study, it can be said that the internal motivations and defined external motivations of the participants for the success of the Turkish lesson in the distance education process outweigh the three factors - interaction, infrastructure problems and measurement-evaluation - that reduce the academic motivation of the participants for the lesson. (English) [ FROM AUTHOR] Uzaktan eğitim;öğrenme sürecinde çeşitli teknolojik materyallerin kullanıldığı, öğrenci ve öğretici arasındaki zamansal ve mekânsal sınırların ortadan kalkmasına imkân veren eğitim uygulamalarıdır. Özellikle COVID-19 pandemisinde uzaktan eğitim uygulamaları zorunluluk hâline gelmiş, ana dili eğitimleri uzaktan eğitimle sağlanmaya çalışılmıştır. Uzaktan eğitimin bireysel öğrenmeyi etkin kılması;eğitim faaliyetlerinin başlaması ve sürdürülmesini etkileyen akademik motivasyon kavramını öne çıkarmış, uzaktan eğitimin akademik motivasyon üzerindeki yansımalarının ortaya koyulması ise sürecin ilerlemesi açısından önemli görülmüştür. Bu çalışmanın amacı, uzaktan eğitimin öğrencilerin Türkçe derslerine ilişkin akademik motivasyonlarına yansımalarını ortaya koymaktır. Araştırma, nitel araştırma yöntemlerinden durum çalışması deseninde gerçekleştirilmiştir. Çalışma grubu;Elazığ il merkezinde öğrenim gören ortaokul öğrencilerinden amaçlı örnekleme yöntemiyle belirlenmiştir. Veri toplama sürecinde yarı yapılandırılmış birebir görüşmeler, hatırlatıcı notlar ve gözlem raporları tutulmuştur. Görüşmelerden elde edilen veriler;ses kayıt cihazıyla kaydedilerek yazılı hâle getirilmiş, betimsel ve içerik analizi yöntemleriyle analiz edilmiştir. Çalışma sonucunda katılımcıların uzaktan eğitim sürecinde Türkçe dersine ilişkin başarıya yönelik içsel motivasyonlarının ve tanımlanmış dışsal motivasyonlarının ağır bastığı, süreçte katılımcıların derse yönelik akademik motivasyonlarını düşüren üç unsurun -etkileşim, altyapı problemleri ve ölçme-değerlendirme-öne çıktığı söylenebilir. (Turkish) [ FROM AUTHOR] Copyright of Firat University Journal of Social Sciences / Sosyal Bilimler Dergisi is the property of Firat University, Social Sciences Institute and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

The effects of the COVID-19 pandemic on French-Canadian adolescents' academic motivation: A follow-up study.

We previously shared results suggesting that the academic motivation of a sample of French-Canadian adolescents remained stable from few weeks before the first wave to the second wave of the COVID-19 pandemic. We here examine if this pattern persisted using data collected at a third time point.

Comparison of Academic Motivation between Business and Healthcare Students in Online Learning: A Concurrent Nested Mixed-Method Study.

While the demand for online education and the diversity of online students have been increasing worldwide, how online students motivate themselves to continuously engage in learning remains to be appraised. Research in the face-to-face contexts reports that academic motivation is central to student success and wellbeing, and the type of motivation can differ by subject. In particular, the motivation of business students and healthcare students can differ considerably. This study aimed to understand the motivation of online students, and compare them between business and healthcare students using a concurrent nested mixed-method design with correlation and thematic analyses. A survey regarding motivation, learning enjoyment, and study willingness was responded to by 120 online students (61 business and 59 healthcare). Business students were associated with extrinsic motivation, whereas healthcare students were associated with intrinsic motivation. While students in both groups enjoyed the pursuit of knowledge, healthcare students valued the process and accomplishment, whereas business students regarded education as steppingstones in their careers. Findings can help educators develop effective motivational support for these student groups.