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ERIC Number: EJ1377043
Record Type: Journal
Publication Date: 2022
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0144-3410
EISSN: EISSN-1469-5820
Feeling Exhausted and Isolated? The Connections between University Students' Remote Teaching and Learning Experiences, Motivation, and Psychological Well-Being during the COVID-19 Pandemic
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Identifiers - Assessments and Surveys: UCLA Loneliness Scale
Grant or Contract Numbers: N/A