Abstract
According to Self-Determination Theory, the satisfaction of the three basic psychological needs (BPN) is crucial for optimal personal and academic development, as well as well-being, which is associated with the perceived vitality. These dimensions can be fostered or hindered by contextual factors within the work, study and personal environment. During the first COVID-19 lockdown, most social contexts for student teachers were substantially altered, for which we hypothesised negative outcomes with regards to perceived basic needs satisfaction and vitality. To investigate changes in needs satisfaction and subjective vitality during distance learning, this research applied an explanatory sequential mixed-methods design combining a quantitative and qualitative study. For the quantitative study, two surveys were conducted; the first before the lockdown (N = 161) and the second after the lockdown (N = 146). The purpose of these surveys was to test the interrelations between need satisfaction, frustration and vitality before and during the distance learning by implementing a SEM-based mediation analysis. In addition, we elaborated on significant and unexpected findings of the quantitative study by interviewing 14 other student teachers, allowing for an in-depth and contextualised understanding of the psychological changes in and the triggering factors of the ‘corona-lockdown’. Results stress the relevance of physical activity and time spent outdoors for the perception of vitality which was supported by a more flexible time structure during distance learning. For the context of distance learning, this research emphasises the relevance of BPN also in the context of online-based learning where higher levels of interaction with fellow students and lecturers, a clear course structure and formative feedback proved to be essential for motivational and achievement-related outcomes.
Highlights
The outbreak of the COVID-19 pandemic in the early months of 2020 resulted in a worldwide crisis across economic, political and social dimensions
We focused on a particular group of students in Higher Education (HE), namely student teachers
We investigated the following research questions that emerged from the analyses of the quantitative findings: (RQ1) How do student teachers describe their vitality during the lockdown and what do they report as perceived supporting and hindering factors?
Summary
The outbreak of the COVID-19 pandemic in the early months of 2020 resulted in a worldwide crisis across economic, political and social dimensions. While the impact of the lockdown measures on academic outcomes can only be determined in the years, many researchers postulate possible negative effects of these extraordinary circumstances on the well-being and mental health of school pupils and students in Higher Education (HE) (Fawaz et al, 2021; Kumar & Nayar, 2020). We aimed to investigate the impact of the ‘corona lockdown’ on student teachers’ perceived vitality and the satisfaction of their basic psychological needs (BPN). Challenging situations, such as studying in distance mode, can alter previously familiar ways for satisfying the needs for autonomy, competence and relatedness, which makes it even more important to consider the importance of psychological need satisfaction as a key factor for subjective well-being during times of change (Martela & Sheldon, 2019)
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