Full Description
The COVID-19 pandemic upended education systems across the globe, forcing an unprecedented shift from traditional classrooms to emergency remote learning. As students and educators navigated this new terrain, their motivation was tested like never before.
This volume explores how motivation and achievement were shaped by the pandemic's disruptions. Drawing on research from nine countries, it presents a rich tapestry of theoretical and empirical insights into how learners and teachers adapted, coped, and sometimes thrived under extraordinary circumstances. With 12 chapters spanning diverse educational systems and perspectives, the book offers perspectives about a rare "natural experiment" in understanding motivation during uncertainty, stress, and change.
Essential reading for researchers, educators, and policymakers, Motivation and Achievement During and After the COVID-19 Pandemic not only documents a pivotal moment in educational history but also offers guidance for building more resilient, equitable, and motivating learning environments in the post-pandemic world.
Contents
Chapter 1. Global Crises and Distance Learning Through a Self-determination Theory Lens; Marko Lüftenegger, Martin Daumiller, and Stefan Janke
Chapter 2. Motivational Climate Theory as a Lens for Considering COVID-19 Pandemic Effects in Education; Kristy A. Robinson, Sanheeta Shankar, and Jennifer Henderlong Corpus
Chapter 3. Understanding Learner Motivation During Shifts in Instructional, Social, Future-oriented, and Sociocultural Dynamics: What We Learned from the COVID-19 pandemic; Carlton J. Fong, Pedram Zarei, and Ali Bahojb Habibi
Chapter 4. COVID-19 Disruptions and Students' Educational Development: Harnessing the Academic Demands-Resources Framework to Reflect on Major Research Findings; Andrew J. Martin and Rebecca J. Collie
Chapter 5. Cross-Lagged Associations between Motivation and Reading Skills in Finnish Primary School Children: COVID-19 as a Moderator; Marja-Kristiina Lerkkanen and Eija Pakarinen
Chapter 6. The Importance of Emotion and Physiological Self-regulation in Motivating Learning Engagement Among Students with Poor Family Support after the COVID-19 Pandemic; Sara Scrimin and Benedetta Zagni
Chapter 7. Vocational Students' Self-Regulated Learning During the First Covid-19 Lockdown: The Complex Role of Needs-Supportive Teaching Practices and Student Self-Evaluation of Competence; Pascal Pansu, Fernando Núñez-Regueiro, Anne-Laure de Place, Thérèse Bouffard, Pascal Bressoux, Nathalie Mella, and Olivier Desrichard
Chapter 8. From Disruption to Adaptation: Social Cognitive Insights into Teacher and Student Motivation in Higher Education During COVID-19; Ellen L. Usher, Daniela K. DiGiacomo, Jill M. Abney, and Trey Conatser
Chapter 9. Navigating the New Normal: The Effects of the COVID-19 Pandemic on Educators; Andrew H. Perry, Eric M. Anderman, and You Joung Lee
Chapter 10. "What Kept You Going?" How Australian and Swiss Primary School Teachers Talked about the Social Component of Motivation During the COVID-19 Pandemic; Tina Hascher, Susan Beltman, and Caroline Mansfield
Chapter 11. Building Resilience and Mitigating Risk in New Teachers During the Pandemic: A Job Demand-Resources Perspective; Chunyan Yang and Ella Rho
Chapter 12. Insights Into Cultivating Future Teachers' Resilient, Need-Supportive Expertise During the Pandemic and Beyond; Anne-Elina Salo, Anu Kajamies, and Marja Vauras
