Pelikan Elisabeth Rosa, Lüftenegger Marko, Holzer Julia, Korlat Selma, Spiel Christiane, Schober Barbara
Educational Psychology, Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Universitätsstraße 7, 1010 Vienna, Austria.
Department for Teacher Education, Centre for Teacher Education, University of Vienna, Porzellangasse 4, 1090 Vienna, Austria.
Z Erziehwiss. 2021;24(2):393-418. doi: 10.1007/s11618-021-01002-x. Epub 2021 Mar 4.
In March 2020 schools in Austria temporarily closed and switched to distance learning to contain the spread of the coronavirus (COVID-19). The resulting situation posed great challenges to teachers, guardians and students (Huber and Helm 2020). Research has shown that perceived competence (Deci and Ryan 2000) affects selfregulated learning (SRL), intrinsic motivation and procrastination, however few studies have considered these variables in context of distance learning among adolescents. This study investigated differences in students who perceived themselves as high vs. low in competence with respect to these constructs. In an online questionnaire, 2652 Austrian secondary school students answered closed questions regarding SRL, intrinsic motivation and procrastination as well as open-ended questions about challenges, successes and need for support in distance. Structural equation modeling was applied for the quantitative analysis which was complemented by thematic analysis for the qualitative questions (Braun and Clarke 2006). Results showed that students who experienced themselves as highly competent use SRL strategies (goal setting and planning, time management, metacognitive strategies) more often and are more intrinsically motivated than students with lower perceived competence. They also procrastinate less. Furthermore, qualitative analysis revealed that although all students face similar challenges (e.g., independent learning, time and task management, learning on the computer, lack of contact with teachers and peers), students who perceived themselves as highly competent seemed to cope better, and have less need for support. Implications for distance learning and future research are discussed.
The online version of this article (10.1007/s11618-021-01002-x) contains supplementary material, which is available to authorized users.
2020年3月，奥地利的学校暂时关闭并转向远程学习，以遏制冠状病毒（COVID-19）的传播。由此产生的情况给教师、监护人及学生带来了巨大挑战（胡贝尔和赫尔姆，2020年）。研究表明，感知能力（德西和瑞安，2000年）会影响自我调节学习（SRL）、内在动机和拖延行为，然而，很少有研究在青少年远程学习的背景下考虑这些变量。本研究调查了在这些构念方面自我感知能力高与低的学生之间的差异。在一份在线问卷中，2652名奥地利中学生回答了关于自我调节学习、内在动机和拖延行为的封闭式问题，以及关于远程学习中的挑战、成功和支持需求的开放式问题。采用结构方程模型进行定量分析，并辅以对定性问题的主题分析（布劳恩和克拉克，2006年）。结果显示，自我感知能力高的学生比自我感知能力低的学生更频繁地使用自我调节学习策略（目标设定与规划、时间管理、元认知策略），内在动机也更强。他们拖延的情况也更少。此外，定性分析表明，尽管所有学生都面临类似的挑战（例如，自主学习、时间和任务管理、在电脑上学习、与教师和同伴缺乏联系），但自我感知能力高的学生似乎应对得更好，对支持的需求也更少。文中讨论了对远程学习及未来研究的启示。
本文的在线版本（10.1007/s11618-021-01002-x）包含补充材料，授权用户可获取。
