Attitude of Schoolchildren Towards Emergency Distance Learning: Relations with Intrinsic Motivation and School Satisfaction

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Abstract

The results of a study of retrospective attitudes towards distance learning during the COVID-19 pandemic among secondary school students are presented (N=439, grades 5-8th). Motivational predictors of this relationship were analyzed, explaining the individual differences among schoolchildren in their preference for distance learning. With the help of structural equation modeling, it is shown that a negative attitude towards distance learning that took place in the recent past, compared to traditional learning, is associated with greater satisfaction of their basic needs for autonomy, competence and relatedness with teachers and classmates, and this relationship is mediated by intrinsic learning motivation, which, in turn, predicts attitudes towards forced distance learning, school satisfaction, and academic performance. It is shown that intrinsically motivated schoolchildren who are interested in the educational process, in general, have a negative attitude towards the forced distance learning that took place during COVID-19 pandemic and would not want it to return.

General Information

Keywords: forced distance learning, attitude towards distance learning, intrinsic motivation, basic psychological needs, online education, COVID-19, schoolchildren

Journal rubric: Educational Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2022270604

Funding. The reported study was funded by Russian Science Foundation (RSF), project number 22-28-01337.

Received: 16.06.2022

Accepted:

For citation: Gordeeva T.O., Sychev O.A., Stepanova M.A. Attitude of Schoolchildren Towards Emergency Distance Learning: Relations with Intrinsic Motivation and School Satisfaction. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2022. Vol. 27, no. 6, pp. 46–56. DOI: 10.17759/pse.2022270604. (In Russ., аbstr. in Engl.)

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Information About the Authors

Tamara O. Gordeeva, Doctor of Psychology, associate professor, Professor, Department of Educational Psychology, Faculty of Psychologiy, Lomonosov Moscow State University, Leading Research Fellow, International Laboratory of Positive Psychology of Personality and Motivation, National Research University Higher School of Economics, Moscow, Russia, ORCID: https://orcid.org/0000-0003-3900-8678, e-mail: tamgordeeva@gmail.com

Oleg A. Sychev, PhD in Psychology, Associate Professor, Research Fellow, Department of Research Activities, Shukshin Altai State University for Humanities and Pedagogy, Biysk, Russia, ORCID: https://orcid.org/0000-0002-0373-6916, e-mail: osn1@mail.ru

Marina A. Stepanova, PhD in Psychology, Associate Professor, Department of Psychology and Pedagogy of Education, Faculty of Psychology, M. V. Lomonosov Moscow State University, Moscow, Russia, ORCID: https://orcid.org/0000-0002-2308-058X, e-mail: marina.stepanova@list.ru