Benneker Ilona M B, Lee Nikki C, van Atteveldt Nienke
Section of Clinical Developmental Psychology & LEARN! Research Institute, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.
Mencia de Mendozalyceum, Breda, The Netherlands.
NPJ Sci Learn. 2023 Jan 28;8(1):4. doi: 10.1038/s41539-023-00153-2.
During school closures throughout the COVID-19 pandemic, less support from peers and teachers may have required more autonomous motivation from adolescents. Little is known about factors that could shield against these negative effects. Driven by two influential motivational theories, we examined how mindset, feelings of school burnout and the three basic psychological needs of the self-determination theory, could predict changes in autonomous motivation when controlling for pre-pandemic levels of motivation. The results from a sample of Dutch adolescents (M = 14.63 years) and their parents (M = 48.65 years) showed that endorsing a growth mindset was positively associated with autonomous motivation during the school closures, while feelings of school burnout were negatively associated with autonomous motivation. Additionally, perceived parental autonomy support (i.e. a measure of the basic psychological need of autonomy) related to more autonomous motivation during home-based learning. Our findings highlight the personal and family factors that influence how adolescents respond to home-based learning and suggest ways to keep adolescents motivated and diminish possible negative consequences during future home-based learning situations.
在新冠疫情期间学校关闭期间，来自同伴和教师的支持减少，这可能需要青少年更多的自主动力。对于能够抵御这些负面影响的因素，我们知之甚少。受两种有影响力的动机理论驱动，我们研究了心态、学校倦怠感以及自我决定理论中的三种基本心理需求，在控制疫情前的动机水平时，如何预测自主动力的变化。来自荷兰青少年（平均年龄14.63岁）及其父母（平均年龄48.65岁）样本的结果表明，认同成长型心态与学校关闭期间的自主动力呈正相关，而学校倦怠感与自主动力呈负相关。此外，感知到的父母自主支持（即对自主这一基本心理需求的一种衡量）与在家学习期间更强的自主动力相关。我们的研究结果突出了影响青少年对在家学习反应的个人和家庭因素，并提出了在未来在家学习情况下保持青少年动力以及减少可能的负面后果的方法。
