Academic Self-Regulation, Chronotype and Personality in University Students During the Remote Learning Phase due to COVID-19

Staller, Naomi; Großmann, Nadine; Eckes, Alexander; Wilde, Matthias; Müller, Florian H.; Randler, Christoph

doi:10.3389/feduc.2021.681840

Cited by 14 publications

(25 citation statements)

References 89 publications

(134 reference statements)

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“…Interestingly, Besser et al (2020) observed an indirect positive effect of extraversion on learning experience through adaptability. Staller et al (2021), however, saw a negative relation between extraversion and intrinsic motivational regulation, while in the other studies, no significant associations between extraversion and learning gain, self-efficacy, or learning satisfaction were found.…”

Section: Resultsmentioning

confidence: 54%

“…As a result, because they are more intrinsically driven, openness to experience may ease the transition and adjustment to the new circumstances (Audet et al, 2021). As demonstrated by Staller et al (2021), openness to experiences yields a positive correlation with self-efficacy. Furthermore, in line with the previous study, it was related to the self-determined types of motivational regulation.…”

Section: Resultsmentioning

confidence: 99%

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Academic online learning experience during COVID-19 - a systematic literature review based on personality traits

Morfaki

Skotis

2022

HESWBL

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PurposeThe purpose of this paper is to provide an overview of the literature regarding the academic online learning experience under the lens of broad personality traits, in the transition from traditional to online learning due to global coronavirus pandemic (COVID-19).Design/methodology/approachThe systematic literature review is based on preferred reporting items for systematic reviews and meta-analyses (PRISMA) method and includes indexed empirical studies in academic institutes during the period of COVID-19 outbreak.FindingsElectronic sources identified 103 references; while after the elimination of duplicates and irrelevant titles, 42 papers were forwarded for abstract screening and later full-text assessment. Of these, 14 met the eligibility criteria. Finally, nine studies were included in the literature review profiling and in the qualitative analysis.Originality/valueThe research insights provided in this study are useful in terms of enhancing the view that link broad personality traits and various learning outcomes, during the necessitated transition to online learning by the public health emergency of the COVID-19 pandemic.

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Section: Resultsmentioning

confidence: 54%

Section: Resultsmentioning

confidence: 99%

Academic online learning experience during COVID-19 - a systematic literature review based on personality traits

Morfaki

Skotis

2022

HESWBL

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“…However, even before the Corona Big five personality and Home Study performance -6 -crisis, conscientiousness was found to be related to motivation and satisfaction in online learning and performance (Schniederjans & Kim, 2005;Shih et al, 2013). The motivational self-regulation and selfefficacy of more conscientious students likewise favored better handling of the Home Study situation in the context of pandemic online semesters (Staller et al, 2021).…”

Section: Personality and Home Studymentioning

confidence: 96%

The influence of big five personality traits on academic performance, well-being and home study satisfaction in corona times

Rodrigues¹,

Hewig²,

Rose³

2022

Preprint

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As a result of the protective measures taken to contain the COVID-19 pandemic, studies at German universities were restructured. Students were forced to move into Home Study in the spring of 2020, with their daily study routine changing to predominantly online-based teaching methods and digital content delivery. The present study addressed the relation between coping with the Home Study situation and personality: The interrelations of the Big Five factors extraver-sion and conscientiousness with students' well-being, study satisfaction and academic performance were examined in 287 German online participants. The results showed significant positive correla-tions of positive affect and conscientiousness, as well as of better academic performance and aca-demic satisfaction. For Extraversion, also supporting evidence on the affective level emerged, alt-hough previous studies suggested negative influences of extraversion on affect in Home Study settings. Yet, in the present study, possibly due to the phase of the pandemic, extraversion corre-lated negatively with negative affect and showed positive correlation with positive affect. Further-more, neuroticism showed negative correlations with all constructs tested, indicating a negative influence on satisfaction, mood and performance also in Home study. In summary, conscientious students coped well with the challenge of the pandemic Home Study situation in terms of well-being, study satisfaction and academic performance. Extraverts were able to cope with the situa-tion better than expected, yet only regarding mood and affect, while neuroticism leads to unfavor-able effects in general. When making decisions about study conditions, the personalities of stu-dents should be considered, not to favor any negative effects for certain individuals.

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“… Arslan (2021) showed that, for example, loneliness and subjective vitality of college students are negatively correlated. Individuals with certain, relatively stable characteristics like morning-orientation, conscientiousness, openness, and low neuroticism seemed to cope better with the lockdown with respect to outcomes such as vitality, self-determined motivation, and BPNS ( Staller et al, 2021 ).…”

Section: Distance Learning Motivation and Well-beingmentioning

confidence: 99%

University Students’ Basic Psychological Needs, Motivation, and Vitality Before and During COVID-19: A Self-Determination Theory Approach

et al. 2021

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Self-determination theory assumes that the basic psychological needs for autonomy, competence, and relatedness are associated with motivational regulation. As these basic psychological needs may have been affected by the shift to distance learning, students’ motivational regulation and vitality may have suffered as well. The purpose of this study was to examine the motivational regulation, satisfaction, or frustration of the basic psychological needs and vitality of university students before and after the transition to forced distance learning during the COVID-19 pandemic: Two student samples from Austria and Germany were studied: One was surveyed before the conversion to distance learning (N=1,139) and the other at the beginning of forced distance learning (N=1,835). The instruments used were the Scales for the Measurement of Motivational Regulation for Learning in University Students (SMR-L), the German version of the Basic Psychological Needs Satisfaction and Frustration Scale, a scale developed by the authors to differentiate the assessment of social relatedness, and the German version of the Subjective Vitality Scale. The results show that the satisfaction of basic psychological needs was significantly lower and the frustration thereof substantially higher during the distance learning period than before the pandemic. Intrinsic motivation and identified regulation were significantly lower during the forced distance learning period, and more controlled forms of motivation were higher than before the pandemic. Structural equation models showed that 42% of the students’ vitality can be explained by motivational regulation and the satisfaction and frustration of their basic needs. Motivational regulation styles functioned (differentiated according to the degree of autonomy) as mediating variables between basic needs and vitality. In terms of theoretical implications, the distinction between approach and avoidance components of introjected regulation was shown to be adequate and necessary, as they explain the outcome vitality differently. The support and avoidance of frustration of basic psychological needs should be considered in distance learning to promote the quality of motivation and students’ vitality.

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Academic Self-Regulation, Chronotype and Personality in University Students During the Remote Learning Phase due to COVID-19

Cited by 14 publications

References 89 publications

Academic online learning experience during COVID-19 - a systematic literature review based on personality traits

Academic online learning experience during COVID-19 - a systematic literature review based on personality traits

The influence of big five personality traits on academic performance, well-being and home study satisfaction in corona times

University Students’ Basic Psychological Needs, Motivation, and Vitality Before and During COVID-19: A Self-Determination Theory Approach

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