ArticleAERA open2021
Higher Education in Times of COVID-19: University Students' Basic Need Satisfaction, Self-Regulated Learning, and Well-Being.
Article in AERA open, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 29 papers, 1 of them a synthesis that pooled it.
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Who cites it
29 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Emotion regulation, academic buoyancy, and academic adjustment of university students within a self-determination theory framework: A systematic review.Frontiers in psychology · 2022Pooled it
- Flourishing in university students: cross-sectional associations with personal and social FoMO, loneliness, and belonging.Frontiers in behavioral neuroscience · 2026Article
- The impact of student psychological empowerment on class stickiness.Frontiers in psychology · 2025Article
- Article
- M-Learning in education during COVID-19: A systematic review of sentiment, challenges, and opportunities.Heliyon · 2024Review
- Determining the role of innovative teaching practices, sustainable learning, and the adoption of e-learning tools in leveraging academic motivation for students' mental well-being.BMC psychology · 2024Article
- [Influence of distance learning on students' physical activity and nutrition].Pravention und Gesundheitsforderung · 2023Article
- A multimethod synthesis of Covid-19 education research: the tightrope between covidization and meaningfulness.Universal access in the information society · 2023Article
- Student well-being in times of COVID-19 in the Netherlands: basic psychological need satisfaction and frustration within the academic learning environment.European journal of psychology of education = Journal europeen de psychologie de l'education · 2023Article
- Invariant and suboptimal trajectories of self-regulated learning during secondary school: implications focused on quality in higher education.Frontiers in psychology · 2023Article
- EFL teachers' coping strategies amidst the Covid-19 virtual education and their association with work engagement and teacher apprehension.Educational research for policy and practice · 2023Article
- Autonomy support for the academic goal pursuit and subjective well-being of students with disabilities.Cogent mental health · 2023Article
- [Student health promotion from the perspective of university students in Austria].Pravention und Gesundheitsforderung · 2022Article
- Online Unproctored Clinical Examinations: The Perceptions and Performance of Final Year Dental Students.Dentistry journal · 2022Article
- Landscape Perception and the Importance of Recreation Areas for Students during the Pandemic Time.International journal of environmental research and public health · 2022Article
- Portuguese adolescents' cognitive well-being and basic psychological needs during the COVID-19 outbreak: A longitudinal study.Applied psychology. Health and well-being · 2022Article
- The Psychological Impact of the COVID-19 Pandemic on Postsecondary Students: An Analysis of Self-Determination.International journal of environmental research and public health · 2022Article
- The Nexus between Study Burnout Profiles and Social Support -The Differences between Domestic (Finnish) and International Master's Degree Students.Behavioral sciences (Basel, Switzerland) · 2022Article
- Psychometric properties of the Chinese version of procrastination assessment scale for students.Frontiers in psychology · 2022Article
- Austrian College Students' Experiences With Digital Media Learning During the First COVID-19 Lockdown.Frontiers in psychology · 2022Article
Corrections and comments
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In the wake of COVID-19, university students have experienced fundamental changes of their learning and their lives as a whole. The present research identifies psychological characteristics associated with students' well-being in this situation. We investigated relations of basic psychological need satisfaction (experienced competence, autonomy, and relatedness) with positive emotion and intrinsic learning motivation, considering self-regulated learning as a moderator. Self-reports were collected from 6,071 students in Austria (Study 1) and 1,653 students in Finland (Study 2). Structural equation modeling revealed competence as the strongest predictor for positive emotion. Intrinsic learning motivation was predicted by competence and autonomy in both countries and by relatedness in Finland. Moderation effects of self-regulated learning were inconsistent, but main effects on intrinsic learning motivation were identified. Surprisingly, relatedness exerted only a minor effect on positive emotion. The results inform strategies to promote students' well-being through distance learning, mitigating the negative effects of the situation.
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