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Zupančič N, Palanović A, Ružojčić M, Boštjančič E, Popov B, Jelić D, Galić Z. Differential influence of basic psychological needs on burnout and academic achievement in three southeast European countries. INTERNATIONAL JOURNAL OF PSYCHOLOGY 2024; 59:288-302. [PMID: 37697182 DOI: 10.1002/ijop.12938] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2022] [Accepted: 08/21/2023] [Indexed: 09/13/2023]
Abstract
Several studies show the importance of basic psychological needs (BPN) for decreasing burnout and increasing grade point average (GPA), but, to our knowledge, no prior study has explored the potential contextual differences in Southeastern European countries. Moreover, even less is known about how this relationship may differ during stressful (exam) and less stressful (beginning of the semester) periods. Measures of the Maslach Burnout Inventory-Student Survey and BPN Satisfaction and Frustration Scale were translated and adapted. The study included a cross-sectional sample of students from Croatia, Serbia and Slovenia during beginning of the semester and exam period. Across all countries and both contexts, students with high autonomy need satisfaction showed the strongest decrease in burnout, followed by those with high competence need satisfaction. Students with high academic achievement showed an increase due to competence need satisfaction. Competence and autonomy need satisfaction were higher beginning of a semester, while burnout was higher during the exam period. BPN play an important role in educational settings-satisfaction of the need for autonomy and competence protects students from burnout, and the need for competence predicts greater academic achievement regardless of culture or time of the semester.
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Affiliation(s)
- Nina Zupančič
- Department of Psychology, Faculty of Arts, University of Ljubljana, Ljubljana, Slovenia
| | - Antun Palanović
- Department of Psychology, Faculty of Humanities and Social Sciences, University of Zagreb, Zagreb, Croatia
| | - Mitja Ružojčić
- Department of Psychology, Faculty of Humanities and Social Sciences, University of Zagreb, Zagreb, Croatia
| | - Eva Boštjančič
- Department of Psychology, Faculty of Arts, University of Ljubljana, Ljubljana, Slovenia
| | - Boris Popov
- Department of Psychology, Faculty of Philosophy, University of Novi Sad, Novi Sad, Serbia
| | - Dragana Jelić
- Department of Psychology, Faculty of Philosophy, University of Novi Sad, Novi Sad, Serbia
| | - Zvonimir Galić
- Department of Psychology, Faculty of Humanities and Social Sciences, University of Zagreb, Zagreb, Croatia
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Müller FH, Thomas AE, Carmignola M, Dittrich AK, Eckes A, Großmann N, Martinek D, Wilde M, Bieg S. University Students' Basic Psychological Needs, Motivation, and Vitality Before and During COVID-19: A Self-Determination Theory Approach. Front Psychol 2021; 12:775804. [PMID: 34899527 PMCID: PMC8656453 DOI: 10.3389/fpsyg.2021.775804] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2021] [Accepted: 11/02/2021] [Indexed: 11/24/2022] Open
Abstract
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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Affiliation(s)
- Florian H Müller
- Institute of Instruction and School Development, University of Klagenfurt, Klagenfurt, Austria
| | - Almut E Thomas
- Institute of Pedagogy of Elementary and Primary Education, University College Carinthia, Klagenfurt, Austria
| | | | | | - Alexander Eckes
- Faculty of Biology, Bielefeld University, Bielefeld, Germany
| | - Nadine Großmann
- Faculty of Biology, Bielefeld University, Bielefeld, Germany
| | | | - Matthias Wilde
- Faculty of Biology, Bielefeld University, Bielefeld, Germany
| | - Sonja Bieg
- Department of Educational Psychology, University College Weingarten, Weingarten, Germany
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Pelikan ER, Korlat S, Reiter J, Holzer J, Mayerhofer M, Schober B, Spiel C, Hamzallari O, Uka A, Chen J, Välimäki M, Puharić Z, Anusionwu KE, Okocha AN, Zabrodskaja A, Salmela-Aro K, Käser U, Schultze-Krumbholz A, Wachs S, Friðriksson F, Gunnþórsdóttir H, Höller Y, Aoyama I, Ieshima A, Toda Y, Konjufca J, Llullaku N, Gedutienė R, Borg Axisa G, Avirovic Bundalevska I, Keskinova A, Radulovic M, Lewandowska-Walter A, Michałek-Kwiecień J, Plichta P, Pyżalski J, Walter N, Cautisanu C, Voda AI, Gao S, Islam S, Wistrand K, Wright MF, Lüftenegger M. Distance learning in higher education during COVID-19: The role of basic psychological needs and intrinsic motivation for persistence and procrastination-a multi-country study. PLoS One 2021; 16:e0257346. [PMID: 34613978 PMCID: PMC8494346 DOI: 10.1371/journal.pone.0257346] [Citation(s) in RCA: 21] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2021] [Accepted: 08/29/2021] [Indexed: 11/18/2022] Open
Abstract
Due to the COVID-19 pandemic, higher educational institutions worldwide switched to emergency distance learning in early 2020. The less structured environment of distance learning forced students to regulate their learning and motivation more independently. According to self-determination theory (SDT), satisfaction of the three basic psychological needs for autonomy, competence and social relatedness affects intrinsic motivation, which in turn relates to more active or passive learning behavior. As the social context plays a major role for basic need satisfaction, distance learning may impair basic need satisfaction and thus intrinsic motivation and learning behavior. The aim of this study was to investigate the relationship between basic need satisfaction and procrastination and persistence in the context of emergency distance learning during the COVID-19 pandemic in a cross-sectional study. We also investigated the mediating role of intrinsic motivation in this relationship. Furthermore, to test the universal importance of SDT for intrinsic motivation and learning behavior under these circumstances in different countries, we collected data in Europe, Asia and North America. A total of N = 15,462 participants from Albania, Austria, China, Croatia, Estonia, Finland, Germany, Iceland, Japan, Kosovo, Lithuania, Poland, Malta, North Macedonia, Romania, Sweden, and the US answered questions regarding perceived competence, autonomy, social relatedness, intrinsic motivation, procrastination, persistence, and sociodemographic background. Our results support SDT's claim of universality regarding the relation between basic psychological need fulfilment, intrinsic motivation, procrastination, and persistence. However, whereas perceived competence had the highest direct effect on procrastination and persistence, social relatedness was mainly influential via intrinsic motivation.
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Affiliation(s)
- Elisabeth R. Pelikan
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Selma Korlat
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Julia Reiter
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Julia Holzer
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Martin Mayerhofer
- Department of Mathematics, Faculty of Mathematics, University of Vienna, Vienna, Austria
| | - Barbara Schober
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Christiane Spiel
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Oriola Hamzallari
- Department of Psychology, Faculty of Education, Aleksandër Moisiu University, Durrës, Albania
| | - Ana Uka
- Department of Educational Sciences, Faculty of Philology and Education, Bedër University, Tirana, Albania
| | - Jiarui Chen
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Maritta Välimäki
- Xiangya School of Nursing, Central South University, Changsha, China
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Zrinka Puharić
- Study of Nursing, University of Applied Sciences Bjelovar, Bjelovar, Croatia
| | | | - Angela Nkem Okocha
- Baltic Film, Media and Arts School, Tallinn University, Tallinn, Estonia
| | | | | | - Udo Käser
- Department of Psychology, University of Bonn, Bonn, Germany
| | | | - Sebastian Wachs
- Department of Educational Studies, University of Potsdam, Potsdam, Germany
| | | | | | - Yvonne Höller
- Faculty of Education, University of Akureyri, Akureyri, Iceland
| | - Ikuko Aoyama
- Department of Global Education, Tsuru University, Tsuru, Japan
| | - Akihiko Ieshima
- Career Center, Osaka University, Osaka University, Suita, Japan
| | - Yuichi Toda
- Graduate School of Education, Osaka Kyoiku University, Kashiwara, Japan
| | - Jon Konjufca
- Department of Psychology, Faculty of Philosophy, University of Prishtina ’Hasan Prishtina’, Pristina, Kosovo
| | - Njomza Llullaku
- Department of Social Work, Faculty of Philosophy, University of Pristina ’Hasan Prishtina’, Pristina, Kosovo
| | - Reda Gedutienė
- Department of Psychology, Faculty of Social Sciences and Humanities, Klaipėda University, Klaipėda, Lithuania
| | | | - Irena Avirovic Bundalevska
- Institute of Family Studies, Faculty of Philosophy, Ss. Cyril and Methodius University in Skopje, Skopje, North Macedonia
| | - Angelka Keskinova
- Institute of Family Studies, Faculty of Philosophy, Ss. Cyril and Methodius University in Skopje, Skopje, North Macedonia
| | - Makedonka Radulovic
- Institute of Family Studies, Faculty of Philosophy, Ss. Cyril and Methodius University in Skopje, Skopje, North Macedonia
| | | | | | - Piotr Plichta
- Faculty of Historical and Pedagogical Sciences, University of Wrocław, Wrocław, Poland
| | - Jacek Pyżalski
- Faculty of Educational Studies, Adam Mickiewicz University, Poznań, Poland
| | - Natalia Walter
- Faculty of Educational Studies, Adam Mickiewicz University, Poznań, Poland
| | - Cristina Cautisanu
- CERNESIM Environmental Research Center, Alexandru Ioan Cuza University, Iași, România
| | - Ana Iolanda Voda
- Social Sciences and Humanities Research Department, Institute for Interdisciplinary Research, Alexandru Ioan Cuza University of Iași, Iași, România
| | - Shang Gao
- Department of Informatics, Örebro University School of Business, Örebro University, Örebro, Sweden
| | - Sirajul Islam
- Department of Informatics, Örebro University School of Business, Örebro University, Örebro, Sweden
| | - Kai Wistrand
- Department of Informatics, Örebro University School of Business, Örebro University, Örebro, Sweden
| | - Michelle F. Wright
- Faculty of Social Studies, Penn State University, State College, Pennsylvania, United States of America
| | - Marko Lüftenegger
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
- Department for Teacher Education, Centre for Teacher Education, University of Vienna, Vienna, Austria
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