Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| COVID-19 | 1 |
| Comparative Analysis | 1 |
| Educational Trends | 1 |
| Foreign Countries | 1 |
| Learning Motivation | 1 |
| Longitudinal Studies | 1 |
| Mental Health | 1 |
| Pandemics | 1 |
| Psychological Patterns | 1 |
| Risk | 1 |
| School Closing | 1 |
| More ▼ | |
Source
| British Journal of… | 1 |
Author
| Daumiller, Martin | 1 |
| Janke, Stefan | 1 |
| Messerer, Laura A. S. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
| Germany | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkJanke, Stefan; Messerer, Laura A. S.; Daumiller, Martin – British Journal of Educational Psychology, 2022
Aims: Higher education systems around the world have enforced campus closures to combat the COVID-19 pandemic. Such measures may threaten students' basic psychological needs for relatedness, competence and autonomy, and the development of intrinsic learning motivation. Little is known about whether the implementation of campus closures yielded…
Descriptors: Learning Motivation, School Closing, Undergraduate Students, Student Attitudes
