The Predictors of Academic Motivation of University Students During COVID-19 Pandemic

Year 2024, , 64 - 86, 30.04.2024

Şerife Ayhan , Nurten Karacan Özdemir

https://doi.org/10.14812/cuefd.1264288

Abstract

Given the salience of personal and environmental-related factors in young people’s motivation during COVID-19, this study investigated if positive future expectations, social-emotional learning (SEL) skills, and perceived social support were related to university students’ intrinsic and extrinsic academic motivation and amotivation as well as if their academic motivations differed according to gender. Using a convenient sampling method, 805 university students (54% female) participated in the study in the spring semester of 2020-2021, during COVID-19 lockdowns. The results of multiple linear regression showed positive relations of positive future expectations and SEL skills with intrinsic and extrinsic academic motivations and negative relations with amotivation levels of university students. In addition, the results indicated a significant positive relationship between perceived social support and extrinsic motivation, yet no significant relation between intrinsic motivation and amotivation levels. Moreover, female students' intrinsic and extrinsic motivation levels were higher and their amotivation levels were lower than those of male students, with low effect sizes. The findings pointed to theoretical, research, and practical implications, which could be interpreted in a cultural context during COVID-19.

Keywords

Academic motivation, Positive future expectations, Social emotional learning, Perceived social support, COVID-19

Supporting Institution

-

Project Number

-

Thanks

This study is based on the master’s thesis of the first author.

COVID-19 Sürecinde Üniversite Öğrencilerinin Akademik Motivasyonları Yordayan Değişkenler

Abstract

COVID-19 sürecinde kişisel ve çevresel faktörlerin gençlerin motivasyonları üzerindeki rolleri göz önünde bulundurularak, bu çalışmada olumlu gelecek beklentileri, sosyal-duygusal öğrenme (SDÖ) becerileri ve algılanan sosyal desteğin üniversite öğrencilerinin içsel ve dışsal akademik motivasyonu ve motivasyonsuzluğu ile ilişkili olup olmadığı ve akademik motivasyonlarının cinsiyete göre fark gösterip göstermediği araştırılmıştır. Çalışmaya, 2020-2021 akademik yılının bahar döneminde COVID-19 karantinaları sırasında, uygun örnekleme yöntemi ile ulaşılan 805 üniversite öğrencisi (%54'ü kadın) katılmıştır. Çoklu doğrusal regresyon analizinin sonuçları, olumlu gelecek beklentileri ve SDÖ becerilerinin üniversite öğrencilerinin içsel ve dışsal akademik motivasyonları ile pozitif, motivasyonsuzluk düzeyleri ile negatif yönde ilişkiye sahip olduğunu göstermiştir. Ayrıca sonuçlar, algılanan sosyal desteğin dışsal motivasyon ile pozitif yönde anlamlı bir ilişkiye sahip olduğunu ancak içsel motivasyon ve motivasyonsuzluk ile anlamlı bir ilişkisinin olmadığını göstermiştir. Son olarak, düşük etki büyüklüğü oranları ile kadın öğrencilerin içsel ve dışsal motivasyon düzeyleri erkek öğrencilerden daha yüksek, motivasyonsuzluk düzeyleri ise daha düşük bulunmuştur. Bulgular, COVID-19 sırasında kültürel bağlamda yorumlanabilecek teorik, araştırma ve uygulamaya dair çıkarımlara işaret etmektedir.

Keywords

Akademik motivasyon, Olumlu gelecek beklentisi, Sosyal duygusal öğrenme, Algılanan sosyal destek, COVID-19

Project Number

-

References

• Akbaşlı, S., Kubilay, S., & Durnalı, M. (2017). Investigation on the future expectations and academic motivations of students attending associate degree programs. Journal of Human Sciences, 14(4), 4678–4693. https://doi.org/10.14687/jhs.v14i4.5003
• Ali, N. A., Feroz, A. S., Akber, N., & Khoja, A. (2022). Role of COVID-19 pandemic in the academic life and well-being of private sector university students: An exploratory qualitative study. BMJ open, 12(5), e055678. https://doi.org/10.1136/bmjopen-2021-055678
• Amorim, V. Piza, C., Lautharte J., & Ildo, J. (2020). The effect of the H1N1 pandemic on learning: What to expect with COVID-19. World Bank. https://openknowledge.worldbank.org/handle/10986/33997
• Aydın, R., & İşlek, M. (2021). A comparative examination of relationship between motivation levels and future expectations of preservice mathematics and science teachers. International Journal of Educational Methodology, 7(1), 119–136. https://doi.org/10.12973/ijem.7.1.119
• Bailey, T. H., & Phillips, L. J. (2016). The influence of motivation and adaptation on students’ subjective well-being, meaning in life and academic performance. Higher Education Research & Development, 35(2), 201–216. https://doi.org/10.1080/07294360.2015.108747
• Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2, 113–115. https://doi.org/10.1002/hbe2.191
• Bempechat, J., & Shernoff, D. J. (2012). Parental influences on achievement motivation and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 315–342). Springer Science. https://doi.org/10.1007/978-1-4614-2018-7_15
• Brouse, C. H., Basch, C. E., LeBlanc, M., McKnight, K. R., & Lei, T. (2010). College students' academic motivation: Differences by gender, class, and source of payment. College Quarterly, 13(1), 1–10.
• Büyüköztürk, Ş. (2017). Veri analizi el kitabı. Pegem Akademi.
• Christ, C. C., & Gray, J. M. (2022). Factors contributing to adolescents' COVID-19-related loneliness, distress, and worries. Current Psychology, 1–12. https://doi.org/10.1007/s12144-022-02752-5
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences. (2nd Ed.). Lawrence Erlbaum Associates Publishers.
• Collaborative for Academic, Social, and Emotional Learning [CASEL] (2012). 2013 CASEL guide: Effective social and emotional learning programs—Preschool and elementary school edition. https://files.eric.ed.gov/fulltext/ED581699.pdf
• Collaborative for Academic, Social, and Emotional Learning (2020). Reunite, Renew, and Thrive: Social and Emotional Learning (SEL) Roadmap for Reopening School. https://casel.org/reopening-with-sel/
• Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2003). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning programs—Illinois edition. https://casel.org/safe-and-sound-guide-to-sel-programs/?view=true
• Connell, C. M., & D’Augelli, A. R. (1990). The contribution of personality characteristics to the relationship between social support and perceived physical health. Health Psychology, 9(2), 192–207. https://doi.org/10.1037/0278-6133.9.2.192
• Costa-Lobo, C., Silva, P., Ribeiro, A., & Silva, S. (2017). The impact of social support on academic motivation levels in higher education. Proceedings of the 11th annual International Technology, Education and Development Conference (INTED2017), 2593-2602. https://doi.org/10.21125/inted.2017.0721
• Council of Higher Education. (2021, October 6). Number of students by education level. https://istatistik.yok.gov.tr/
• Çelik, Z. (2020). Pandemi sonrası dünyada ve Türkiye’de eğitim. Perspektif Online. https://www.perspektif.online/pandemi-sonrasi-dunyada-ve-turkiyede-egitim/
• Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology (pp. 416–436). Sage Publications Ltd. https://doi.org/10.4135/9781446249215.n21
• Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology, 49(1), 14–23. https://doi.org/10.1037/0708-5591.49.1.14.
• Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(34), 325–346. https://doi.org/10.1207/s15326985ep2603&4_6
• Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53(6), 1024–1037. https://doi.org/10.1037/0022-3514.53.6.1024
• Demirdağ, S. (2021). Communication skills and time management as the predictors of student motivation. International Journal of Psychology and Educational Studies, 8(1), 38–50. https://doi.org/10.17220/ijpes.2021.8.1.222
• Denham, S. A., & Brown, C. (2010). “Plays nice with others”: Social–emotional learning and academic success. Early Education & Development, 21(5), 652–680. https://doi.org/10.1080/10409289.2010.497450
• Dusenbury, L., & Weissberg, R. P. (2017). Social emotional learning in elementary school: Preparation for success. The Education Digest, 83(1), 36.
• Eker, D., & Arkar, H. (1995). Perceived social support: psychometric properties of the MSPSS in normal and pathological groups in a developing country. Social Psychiatry and Psychiatric Epidemiology, 30, 121–126. https://doi.org/10.1007/BF00802040
• Eker, D., Arkar, H., & Yaldız, H. (2001). Factorial structure, validity, and reliability of revised form of the Multidimensional Scale of Perceived Social Support. Türk Psikiyatri Dergisi, 12(1), 17–25.
• Elias, M. J., & Moceri, D. C. (2012). Developing social and emotional aspects of learning: The American experience. Research Papers in Education, 27(4), 423–434. https://doi.org/10.1080/02671522.2012.690243
• Esen-Aygün, H. (2017). Sosyal-duygusal öğrenme programlarının sosyal duygusal öğrenme becerilerinin gelişimine, akademik başarı ve sınıf iklimi algısına etkisi [Yayınlanmamış doktora tezi]. Çanakkale Onsekiz Mart Üniversitesi.
• Eskin, M. (1993). Reliability of the Turkish version of the perceived social support from friends and family scales, scale for interpersonal behavior, and suicide probability scale. Journal of Clinical Psychology, 49(4), 515–522. https://doi.org/10.1002/1097-4679(199307)49:4<515::AID-JCLP2270490408>3.0.CO;2-K
• Evans, L., Rhodes, A., Alhazzani, W., Antonelli, M., Coopersmith, C.M., French, C., Machado, F.R., McIntyre, L., Ostermann, M., Prescott, H.C., Schorr, C., Simpson, S., Wiersinga, W.J., Alshamsi, F., Angus, D.C., Arabi, Y., Azevedo, L., Beale, R., Beilman, G., … Levy, M. (2021). Surviving sepsis campaign: International guidelines for management of sepsis and septic shock 2021. Intensive Care Medicine, 47, 1181–1247. https://doi.org/10.1007/s00134-021-06506-y
• Fatima, S., Sharif, H., & Zimet, G. (2018). Personal and social resources interplay synergistically to enhance academic motivation. International Journal of Educational Psychology, 7(2), 196–226. https://doi.org/10.17583/ijep.2018.3017
• Fong Lam, U., Chen, W. W., Zhang, J., & Liang, T. (2015). It feels good to learn where I belong: School belonging, academic emotions, and academic achievement in adolescents. School Psychology International, 36(4), 393–409. https://doi.org/10.1177/0143034315589649
• Günaydın, H. D. (2022). The impact of social problem skills on academic motivation by means of Covid-19 fear. Current Psycholgy, 41, 427–436. https://doi.org/10.1007/s12144-021-01665-z
• Greenberg, M. T., Weissberg, R. P., O'Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6-7), 466–474. https://doi.org/10.1037/0003-066X.58.6-7.466
• Grunschel, C., Schwinger, M., Steinmayr, R., & Fries, S. (2016). Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being. Learning and Individual Differences, 49, 162–170. https://doi.org/10.1016/j.lindif.2016.06.008
• Hadar, L. L., Ergas, O., Alpert, B., & Ariav, T. (2020). Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies during the Covid-19 crisis. European Journal of Teacher Education, 43(4), 1–14. https://doi.org/10.1080/02619768.2020.1807513i
• Hammoudi, M. M. (2019) Predictive factors of students’ motivation to succeed in introductory mathematics courses: Evidence from higher education in the UAE. International Journal of Mathematical Education in Science and Technology, 50(5), 647–664. https://doi.org/10.1080/0020739X.2018.1529339
• Hang, B., Kaur, A., & Nur, A. H. B. (2017). A self-determination theory based motivational model on intentions to drop out of vocational schools in Vietnam. Malaysian Journal of Learning and Instruction, 14(1), 1–21. https://doi.org/10.32890/mjli2017.14.1.1
• Huang Y., & Wang S. (2023). How to motivate student engagement in emergency online learning? Evidence from the COVID-19 situation. Higher Education, 85(5), 1101–1123. https://doi.org/10.1007/s10734-022-00880-2.
• İmamoğlu, E. O. (2001). Need for cognition versus recognition: Self and family related correlates [Unpublished master’s thesis]. Middle East Technical University.
• İmamoğlu, S. (2005). Secure exploration: Conceptualization, types, and relationships with secure attachment, self-construals and other self-related variables [Unpublished doctoral dissertation]. Middle East Technical University.
• Kağıtçıbaşı, Ç. (2005). Autonomy and relatedness in cultural context. Journal of Cross-Cultural Psychology, 36(4), 403–422. https://doi.org/10.1177/0022022105275959
• Karabıyık, C. (2020). The interplay between academic motivation and academic achievement of teacher trainees. International Journal of Curriculum and Instruction, 12(2), 209–225. https://ijci.globets.org/index.php/IJCI/article/view/363/189
• Karacan-Özdemir, N. & Büyükçolpan, H. (2021). A scale development study: Social Emotional Learning Scale-Young Adult Form (SELS-YF). Kastamonu Education Journal, 29(4), 205–218. https://doi.org/10.24106/kefdergi.822770
• Karadağ, E., & Yücel, C. (2020). Distance education at universities during the novel coronavirus pandemic: An analysis of undergraduate students’ perceptions. Journal of Higher Education, 10(2), 181–192. https://doi.org/10.2399/yod.20.730688
• Karataş, H. & Erden, M. (2012). Bilingual equivalence, validity and reliability of academic motivation scale. Education Sciences, 7(4), 983-1003. https://doi.org/10.12739/10.12739
• Kawohl, W., & Nordt, C. (2020). COVID-19, unemployment, and suicide. The Lancet Psychiatry, 7(5), 389–390. https://doi.org/10.1016/s2215-0366(20)30141-3
• Kickert, R., Meeuwisse, M., M. Stegers-Jager, K., V. Koppenol-Gonzalez, G., R. Arends, L., & Prinzie, P. (2019). Assessment policies and academic performance within a single course: The role of motivation and self-regulation. Assessment & Evaluation in Higher Education, 1–14. https://doi.org/10.1080/02602938.2019.1580674
• Killian, J. (2020). College students, professors adjust to COVID-19 life. NC Policy Watch, 1. http://www.ncpolicywatch.com/2020/04/01/college-students-professorsadjust-to-covid-19-life/
• Klootwijk, C. L., Koele, I. J., Van Hoorn, J., Güroglu, B., & van Duijvenvoorde, A. C. (2021). Parental support and positive mood buffer Adolescents' academic motivation during the COVID-19 pandemic. Journal of Research on Adolescence, 31, 780–795. https://doi.org/10.1111/jora.12660
• Lee, J., Chang, E. C., Lucas, A. G., & Hirsch, J. K. (2019). Academic motivation and psychological needs as predictors of suicidal risk. Journal of College Counseling, 22(2), 98–109. https://doi.org/10.1002/jocc.12123
• Malinauskus, R. K., & Pozeriene, J. (2020). Academic motivation among traditional and online university students. European Journal of Contemporary Education, 9(3), 584–591. https://doi.org/10.13187/ejced.2020.3.584
• Munir, F., Saeed, I., Shuja, A., & Aslam, F. (2021). Students fear of COVID-19, psychological motivation, cognitive problem-solving skills and social presence in online learning. International Journal of Education, 9, 141–154. https://doi.org/10.18488/journal.61.2021.91.141.154
• Norris, J. A. (2003). Looking at classroom management through a social and emotional learning lens. Theory Into Practice, 42(4), 313–318. https://doi.org/10.1207/s15430421tip4204_8
• Nurmi, J. E. (1991). How do adolescents see their future? A review of the development of future orientation and planning. Developmental Review, 11(1), 1–59. https://doi.org/10.1016/0273-2297(91)90002-6
• Nursi, M. (2019). The effect of future expectations on student motivation in pancasila and citizenship education study program at higher education in the city of Padang, West Sumatera. Advances in Social Science, Education and Humanities Research, 373, 32–35. https://doi.org/10.2991/iccelst-ss-19.2019.7
• Patrick, H., Knee, C. R., Canevello, A., & Lonsbary, C. (2007). The role of need fulfillment in relationship functioning and well-being: A self-determination theory perspective. Journal of Personality and Social Psychology, 92(3), 434–457. https://doi.org/10.1037/0022-3514.92.3.434
• Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J., & Weissberg, R. P. (2000). Social and emotional learning: A framework for promoting mental health and reducing risk behavior in children and youth. Journal of School Health, 70(5), 179–185. https://doi.org/10.1111/j.1746-1561.2000.tb06468.x
• Phalet, K., Andriessen, I., & Lens, W. (2004). How future goals enhance motivation and learning in multicultural classrooms. Educational Psychology Review, 16, 59–89 https://doi.org/10.1023/B:EDPR.0000012345.71645.d4
• Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3
• Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667
• Rump, M., Esdar, W., & Wild, E. (2017). Individual differences in the effects of academic motivation on higher education students’ intention to drop out. European Journal of Higher Education, 7(4), 341–355. https://doi.org/10.1080/21568235.2017.1357481
• Ryan, R. M., & Deci, E. L. (2000a). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. The American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
• Ryan, R. M., & Deci, E. L. (2000b). Intrinsic and extrinsic motivation: Classic Definition and new directions. Contemporary Educational Psychology, 25, 54–67. https://doi.org/10.1006/ceps.1999.1020
• Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press. https://doi.org/10.1521/978.14625/28806
• Savaş, G. (2021). University students’ perceptions of their distance education experience during the covid-19 pandemic. Journal of Higher Education, 11(2 Pt 1), 309–320. https://doi.org/10.2399/yod.20.744889
• Schultz P. P., Ryan R. M. (2015). The “why,” “what,” and “how” of healthy self-regulation: Mindfulness and well-being from a self-determination theory perspective. In Ostafin B. D. (Ed.), Handbook of mindfulness and self-regulation (pp. 81–94). Springer.
• Simons, J., Vansteenkiste, M., Lens, W., & Lacante, M. (2004). Placing motivation and future time perspective theory in a temporal perspective. Educational Psychology Review, 16(2), 121–139. https://doi.org/10.1023/b:edpr.0000026609.948
• Song, J., Bong, M., Lee, K., & Kim, S. İ. (2015). Longitudinal investigation into the role of perceived social support in adolescents’ academic motivation and achievement. Journal of Educational Psychology, 107(3), 821–841. https://doi.org/10.1037/edu0000016
• Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88, 1156–1171.
• Toplum Gönüllüleri Vakfı. (2020). Toplum Gönüllüleri Vakfı Faaliyet Raporu. https://www.tog.org.tr/wp-content/uploads/2020/07/Koronavir%C3%BCs-Pandemi-S%C3%BCreci-ve-Gen%C3%A7lerin-%C4%B0htiya%C3%A7lar%C4%B1-Ara%C5%9Ft%C4%B1rmas%C4%B1.pdf
• Turki, F. J., Jdaitawi, M., & Sheta, H. (2017). Fostering positive adjustment behaviour: Social connectedness, achievement motivation and emotional-social learning among male and female university students. Active Learning in Higher Education, 19(2), 145–158. https://doi.org/10.1177/1469787417731202
• Ünal-Karagüven, M. H. (2012). The Adaptation of academic motivation scale to Turkish. Educational Sciences: Theory & Practice, 12(4), 2599–2620. http://www.kuyeb.com/pdf/tr/61db108de245cb62a5d692762abe8a9baguven.pdf
• Vallerand, R. J., Blais, M. R., Brière, N. M., & Pelletier, L. G. (1989). Construction and validation of the Motivation toward Education Scale. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 21(3), 323–349. https://doi.org/10.1037/h0079855
• Vallerand, R. J., Pelletier, L. G., Blais, M. R. Biere, N. M., Senecal, C., & Valleries, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic and amotivation in education. Educational Psychological Measurement, 52, 1003–1017. https://doi.org/10.1177/0013164492052004025
• Vansteenkiste, M., Niemiec, C. P., & Soenens, B. (2010). The development of the five mini-theories of self-determination theory: An historical overview, emerging trends, and future directions. The Decade Ahead: Theoretical Perspectives on Motivation and Achievement, 16, 105–165. https://doi.org/10.1108/s0749-7423(2010)000016a007
• Walton, K. E., & Murano, D. (2020). Students have shown significant social and emotional skill development during COVID-19. ACT Research & Policy. ACT, Inc. https://files.eric.ed.gov/fulltext/ED610230.pdf
• Wentzel, R. K., & Wigfield, A. (2009). Introduction. In K. R. Wentzel, & A. Wigfield (Eds.). Handbook of motivation at school (pp. 1–9). https://doi.org/10.4324/9781315773384.ch3
• Wilks, S. E., & Spivey, C. A. (2010). Resilience in undergraduate social work students: Social support and adjustment to academic stress. Social Work Education, 29(3), 276–288. https://doi.org/10.1080/02615470902912243
• Wolniak, G. C., & Burman, S. C. (2022). COVID-19 disruptions: Evaluating the early impacts of campus closure on academic self-efficacy and motivation. Journal of College Student Development, 63, 455– 460. https://doi.org/10.1353/csd.2022.0038
• Yowell, C. M. (2000). Possible selves and future orientation: Exploring hopes and fears of latino boys and girls. The Journal of Early Adolescence, 20(3), 245–280. https://doi.org/10.1177/0272431600020003001
• Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52, 30–41. https://doi.org/10.1207/s15327752jpa5201_2
• Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2007). The scientific base linking social and emotional learning to school success. Journal of Educational and Psychological Consultation, 17(2-3), 191–210. https://doi.org/10.1080/10474410701413145
• Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004). Building academic success on social and emotional learning: What does the research say? Teachers College Press.