Remaining motivated despite the limitations: University students' learning propensity during the COVID-19 pandemic

被引:69
作者
Rahiem, Maila D. H. [1 ]
机构
[1] UIN Syarif Hidayatullah, Dept Early Childhood Educ, Jakarta 15412, Indonesia
关键词
COVID-19; Emergency remote learning; University; Students; Youth; Online learning; Motivation; Resilience; SELF-DETERMINATION THEORY; SOCIAL COGNITIVE THEORY; INTRINSIC MOTIVATION; GOALS; PHENOMENOLOGY; EFFICACY; SUCCESS; CLOSURE; IMPACT; RISK;
D O I
10.1016/j.childyouth.2020.105802
中图分类号
D669 [社会生活与社会问题]; C913 [社会生活与社会问题];
学科分类号
1204 ;
摘要
This study explored how university students remained motivated to learn, despite all the limitations they encountered and endured during the COVID-19 pandemic. This work was carried out in Indonesia, but the benefits are beyond a state boundary. The study examines how university students in developing countries have faced obstacles, and yet despite this, they are still trying their hardest to stay focused on achieving their personal goals during the pandemic. This research employed a qualitative phenomenological approach, involving eighty students that were studying at the Faculty of Education at a state university in Jakarta, Indonesia. As data collection techniques, students were asked to write learning log diaries and reflective essays and to participate in an online focus group discussion. The results showed that the students' motivation to remain learning during the COVID-19 pandemic fell into three key themes, each with associated sub-themes. The three themes and sub themes described were: (a) personal, with sub-themes of challenge, curiosity, self-determination, satisfaction and religious commitment; (b) social, with sub-themes of relationships, inspiration, and well-being of self and others; and (c) environmental, with sub-themes of facilities and conditioning. The themes and sub-themes indicate the source of motivation for these university students to learn during the pandemic. This study concluded that these emerging adults were both intrinsically and extrinsically autonomously motivated and committed to their studies. Most of these students were motivated by their consequential aspirations, not by a controlled motivation, nor were they motivated by a reward, a penalty, or a rule that propelled them. By defining how the students managed to empower themselves, this study recommends the importance of preparing students to be more resilient and to enable them to cultivate the ability to remain optimistic and motivated to succeed and overcome any of life's adversities.
引用
收藏
页数:14
相关论文
共 90 条
  • [41] Stress and anxiety among university students in France during Covid-19 mandatory confinement
    Husky, Mathilde M.
    Kovess-Masfety, Viviane
    Swendsen, Joel D.
    [J]. COMPREHENSIVE PSYCHIATRY, 2020, 102
  • [42] Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India
    Kapasia, Nanigopal
    Paul, Pintu
    Roy, Avijit
    Saha, Jay
    Zaveri, Ankita
    Mallick, Rahul
    Barman, Bikash
    Das, Prabir
    Chouhan, Pradip
    [J]. CHILDREN AND YOUTH SERVICES REVIEW, 2020, 116
  • [43] Further examining the American dream: Differential correlates of intrinsic and extrinsic goals
    Kasser, T
    Ryan, RM
    [J]. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN, 1996, 22 (03) : 280 - 287
  • [44] Culture and basic psychological processes - Toward a system view of culture: Comment on Oyserman et al. (2002)
    Kitayama, S
    [J]. PSYCHOLOGICAL BULLETIN, 2002, 128 (01) : 89 - 96
  • [45] Work-based learning at higher education level: value, practice and critique
    Lester, Stan
    Costley, Carol
    [J]. STUDIES IN HIGHER EDUCATION, 2010, 35 (05) : 561 - 575
  • [46] Liem GAD, 2016, BUILDING AUTONOMOUS LEARNERS: PERSPECTIVES FROM RESEARCH AND PRACTICE USING SELF-DETERMINATION THEORY, P277, DOI 10.1007/978-981-287-630-0_15
  • [47] Locke E. A., 2005, PSYCHOL B
  • [48] Locke E. A., 1990, GOALS FEEDBACK THEOR
  • [49] Building a practically useful theory of goal setting and task motivation - A 35-year odyssey
    Locke, EA
    Latham, GP
    [J]. AMERICAN PSYCHOLOGIST, 2002, 57 (09) : 705 - 717
  • [50] Descriptive versus interpretive phenomenology: Their contributions to nursing knowledge
    Lopez, KA
    Willis, DG
    [J]. QUALITATIVE HEALTH RESEARCH, 2004, 14 (05) : 726 - 735