Identified Motivation as a Key Factor for School Engagement During the COVID-19 Pandemic-Related School Closure

On March 16, 2020, French schools suddenly closed due to the COVID-19 pandemic, and middle school students were asked to study from home with no direct interactions with teachers or classmates. However, school plays an important role in the development of social, intellectual, and mental competencie...

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Autores principales:	Léa Tân Combette, Etienne Camenen, Jean-Yves Rotge, Liane Schmidt
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	motivation school engagement COVID-19 middle school self-regulated Psychology BF1-990
Acceso en línea:	https://doaj.org/article/eebefce1af304a1ab254348b3862bf32
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spelling	oai:doaj.org-article:eebefce1af304a1ab254348b3862bf322021-11-16T05:24:03ZIdentified Motivation as a Key Factor for School Engagement During the COVID-19 Pandemic-Related School Closure1664-107810.3389/fpsyg.2021.752650https://doaj.org/article/eebefce1af304a1ab254348b3862bf322021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.752650/fullhttps://doaj.org/toc/1664-1078On March 16, 2020, French schools suddenly closed due to the COVID-19 pandemic, and middle school students were asked to study from home with no direct interactions with teachers or classmates. However, school plays an important role in the development of social, intellectual, and mental competencies and can counteract the negative effects of adverse life events on learning and early school dropout. In this study, we investigated how the unusual context of school closure during the COVID-19 pandemic affected school engagement. Specifically, we focused on inter-individual differences in the motivational determinants of school engagement. We thus performed an online survey of 170 students focusing on the time spent on mathematics assignments, motivation regulation, implicit theories of intelligence, such as adopting a growth or a fixed mindset about his/her intellectual abilities, and optimism. Importantly, the students participated in the online survey during the first lockdown period, with schools closed (T1), and the second lockdown period, with schools remaining open (T2). During T1, identified motivation positively predicted the time spent on math homework assignments: the more the students thought that working on math exercises was useful for their future life, the more time they spent studying. Importantly, the link between identified motivation and school engagement was specific to T1, when schools were closed, as indicated by a significant interaction between identified motivations by type of lockdown. These results suggest that having self-determined motivation is of particular importance when students are deprived of social and intellectual interactions with classmates and teachers. This finding paves the way toward the development of wise rational interventions that target identified motivation and can be applied during challenging societal times and adverse, common life events to keep students engaged with school.Léa Tân CombetteEtienne CamenenJean-Yves RotgeJean-Yves RotgeLiane SchmidtLiane SchmidtFrontiers Media S.A.articlemotivationschool engagementCOVID-19middle schoolself-regulatedPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	motivation school engagement COVID-19 middle school self-regulated Psychology BF1-990
spellingShingle	motivation school engagement COVID-19 middle school self-regulated Psychology BF1-990 Léa Tân Combette Etienne Camenen Jean-Yves Rotge Jean-Yves Rotge Liane Schmidt Liane Schmidt Identified Motivation as a Key Factor for School Engagement During the COVID-19 Pandemic-Related School Closure
description	On March 16, 2020, French schools suddenly closed due to the COVID-19 pandemic, and middle school students were asked to study from home with no direct interactions with teachers or classmates. However, school plays an important role in the development of social, intellectual, and mental competencies and can counteract the negative effects of adverse life events on learning and early school dropout. In this study, we investigated how the unusual context of school closure during the COVID-19 pandemic affected school engagement. Specifically, we focused on inter-individual differences in the motivational determinants of school engagement. We thus performed an online survey of 170 students focusing on the time spent on mathematics assignments, motivation regulation, implicit theories of intelligence, such as adopting a growth or a fixed mindset about his/her intellectual abilities, and optimism. Importantly, the students participated in the online survey during the first lockdown period, with schools closed (T1), and the second lockdown period, with schools remaining open (T2). During T1, identified motivation positively predicted the time spent on math homework assignments: the more the students thought that working on math exercises was useful for their future life, the more time they spent studying. Importantly, the link between identified motivation and school engagement was specific to T1, when schools were closed, as indicated by a significant interaction between identified motivations by type of lockdown. These results suggest that having self-determined motivation is of particular importance when students are deprived of social and intellectual interactions with classmates and teachers. This finding paves the way toward the development of wise rational interventions that target identified motivation and can be applied during challenging societal times and adverse, common life events to keep students engaged with school.
format	article
author	Léa Tân Combette Etienne Camenen Jean-Yves Rotge Jean-Yves Rotge Liane Schmidt Liane Schmidt
author_facet	Léa Tân Combette Etienne Camenen Jean-Yves Rotge Jean-Yves Rotge Liane Schmidt Liane Schmidt
author_sort	Léa Tân Combette
title	Identified Motivation as a Key Factor for School Engagement During the COVID-19 Pandemic-Related School Closure
title_short	Identified Motivation as a Key Factor for School Engagement During the COVID-19 Pandemic-Related School Closure
title_full	Identified Motivation as a Key Factor for School Engagement During the COVID-19 Pandemic-Related School Closure
title_fullStr	Identified Motivation as a Key Factor for School Engagement During the COVID-19 Pandemic-Related School Closure
title_full_unstemmed	Identified Motivation as a Key Factor for School Engagement During the COVID-19 Pandemic-Related School Closure
title_sort	identified motivation as a key factor for school engagement during the covid-19 pandemic-related school closure
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/eebefce1af304a1ab254348b3862bf32
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Identified Motivation as a Key Factor for School Engagement During the COVID-19 Pandemic-Related School Closure

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