Mindset and perceived parental support of autonomy safeguard adolescents’ autonomous motivation during COVID-19 home-based learning

During school closures throughout the COVID-19 pandemic, less support from peers and teachers may have required more autonomous motivation from adolescents. Little is known about factors that could shield against these negative effects. Driven by two influential motivational theories, we examined ho...

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Published inNPJ science of learning Vol. 8; no. 1; pp. 4 - 9
Main Authors Benneker, Ilona M. B., Lee, Nikki C., van Atteveldt, Nienke
Format Journal Article
LanguageEnglish
Published London Nature Publishing Group UK 28.01.2023
Nature Publishing Group
Nature Portfolio
Subjects
706/689/160
706/689/477/2811
Adolescents
Autonomy
Biomedical and Life Sciences
Coronaviruses
COVID-19
Educational Technology
Learning
Life Sciences
Mathematical Models of Cognitive Processes and Neural Networks
Motivation
Neurobiology
Neuropsychology
Neurosciences
Pandemics
Psychological Needs
School closures
Teenagers
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Summary:During school closures throughout the COVID-19 pandemic, less support from peers and teachers may have required more autonomous motivation from adolescents. Little is known about factors that could shield against these negative effects. Driven by two influential motivational theories, we examined how mindset, feelings of school burnout and the three basic psychological needs of the self-determination theory, could predict changes in autonomous motivation when controlling for pre-pandemic levels of motivation. The results from a sample of Dutch adolescents ( M age  = 14.63 years) and their parents ( M age  = 48.65 years) showed that endorsing a growth mindset was positively associated with autonomous motivation during the school closures, while feelings of school burnout were negatively associated with autonomous motivation. Additionally, perceived parental autonomy support (i.e. a measure of the basic psychological need of autonomy) related to more autonomous motivation during home-based learning. Our findings highlight the personal and family factors that influence how adolescents respond to home-based learning and suggest ways to keep adolescents motivated and diminish possible negative consequences during future home-based learning situations.
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ISSN:2056-7936
2056-7936
DOI:10.1038/s41539-023-00153-2