Publikation: Academic self-regulation, chronotype an...
Stammdaten
Titel: | Academic self-regulation, chronotype and personality in university students during the remote learning phase due to COVID-19 |
Untertitel: | |
Kurzfassung: | During the COVID-19 shutdown phase in Germany, universities stopped presence teaching and students had to turn to digital instruction. In order to examine their capability to cope with the changed learning situation, we assessed how basic psychological need satisfaction and frustration, motivational regulation, vitality and self-efficacy of 230 German university students (74% female) relate to their chronotype and personality (Big Five). Specifically, we were interested in whether chronotype and personality dimensions are predictors for successful remote learning. Since the pandemic and remote learning will accompany teaching and learning at university in 2021, predictors of successful remote learning need to be identified in order to support student learning optimally in digital learning environments. In our study, morning-oriented, conscientious, and open students with low neuroticism seem to better cope with the shutdown environment due to vitality, self-efficacy, and partly their self-determined motivation. Moreover, our findings indicate that students need different support depending on their chronotype and personality during the digital learning phase. |
Schlagworte: | chronotype (morningness-eveningness), Big Five personality, Motivation, self-efficacy, Vitality, Basic Psychological Needs (BPN), Remote learning (distance) |
Publikationstyp: | Beitrag in Zeitschrift (Autorenschaft) |
Erscheinungsdatum: | 15.07.2021 (Online) |
Erschienen in: |
Frontiers in Education
Frontiers in Education
(
Frontiers Media S.A.;
)
zur Publikation |
Titel der Serie: | - |
Bandnummer: | - |
Heftnummer: | - |
Erstveröffentlichung: | Ja |
Version: | - |
Seite: | - |
Versionen
Keine Version vorhanden |
Erscheinungsdatum: | 15.07.2021 |
ISBN (e-book): | - |
eISSN: | - |
DOI: | http://dx.doi.org/10.3389/feduc.2021.681840 |
Homepage: | https://www.frontiersin.org/articles/10.3389/feduc.2021.681840/full |
Open Access |
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AutorInnen
Naomi Staller
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Nadine Großmann (extern) | ||||
Robert Alexander (extern) | ||||
Matthias Wilde
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Florian H. Müller (intern) | ||||
Christoph Randler
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Zuordnung
Organisation | Adresse | ||||
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Fakultät für Kultur- und Bildungswissenschaften
Institut für Unterrichts- und Schulentwicklung
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AT - 9020 Klagenfurt am Wörthersee |
Kategorisierung
Sachgebiete | |
Forschungscluster |
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Zitationsindex |
Informationen zum Zitationsindex: Master Journal List
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Peer Reviewed |
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Publikationsfokus |
Klassifikationsraster der zugeordneten Organisationseinheiten:
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Arbeitsgruppen |
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Kooperationen
Organisation | Adresse | ||
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Universität Bielefeld
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DE |
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Eberhard Karls Universität Tübingen
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DE - 72074 Tübingen |
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Universität Osnabruck
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DE - 49074 Osnabruck |
Forschungsaktivitäten
(Achtung: Externe Aktivitäten werden im Suchergebnis nicht mitangezeigt)
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