Motivation and Achievement During and After the COVID-19 Pandemic
This book can be opened with
Note on our eBooks and Audiobooks: you can read our eBooks (ePUB or PDF) and listen to audiobooks on the free Emerald Books app on iOS, Android, and desktop. Or read and listen on Emerald's online reader (ePUB eBooks and audiobooks only). To purchase a digital book you will need to create an account if you don’t already have one. After purchasing you will receive instructions on how to get started.
- Description
- Contents
- About
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.
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
Eleftheria N. Gonida is a Professor of Educational Psychology and Human Development at the Aristotle University of Thessaloniki, Greece. She has been a Fulbright visiting professor at the University of Michigan in Ann Arbor. Her research has focused on the development of student motivation, self-regulated learning, academic help seeking, and parental involvement in students’ education.
Tim Urdan is a Professor of Psychology at Santa Clara University, USA. He has served as a co-editor in the Advances in Motivation and Achievement book series for over 15 years. His research has focused on student motivation, classroom processes, teacher identity, and student ethnic identity.