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Change in the Learning Motivations and Attention Orientations of Students in the Pre- and Post-COVID-19 Periods: A Longitudinal Study

Year 2023, Volume: 7 Issue: 15, 515 - 529, 21.10.2023
https://doi.org/10.31458/iejes.1296769

Abstract

The purpose of this research is the longitudinal examination of the change in learning motivation (LM) and attention level (AL) of students continuing formal education at secondary school in the pre-pandemic period (PreP), in the pandemic period (PP) during the process of online education, and in the post-pandemic period (PostP) during the new school year of face-to-face education. The data for the research was collected through the Persona 360 software, which is used to support guidance and psychological counseling services in K-12 and follows the development of students. It is known that the students’ psycho-social and educational developments are followed at school by the psychological counselors. The data for the research was collected through the Persona 360 school guidance software used for this purpose from 1,183 students continuing education in 9th and 10th grades at private and state schools in Azerbaijan and Turkey. Within the longitudinal research model, the data was collected three years in a row by the Burdon Attention Test, Learning Motivation Scale, and Temperament-Enneagram 9-Factor Personality Test (MEM-9). The analyses were performed using SPSS 23.0/Windows software pack and ANOVA, two-way ANOVA, and MANOVA tests. Pursuant to the findings obtained, it was found that the students’ learning motivations and attention levels changed negatively in the COVID-19 period for the three different time frames. The findings were discussed in the context of temperament and traumatic stress experiences affecting the students’ learning motivations and attention levels.

References

  • Ando, M., Takeda, T., & Kumagai, K. (2021). A qualitative study of impacts of the COVID-19 pandemic on lives in adults with attention deficit hyperactive disorder in Japan. International Journal of Environmental Research and Public Health, 18(4), 2090.
  • Anglim, J., & Horwood, S. (2021). Effect of the COVID-19 pandemic and big five personality on subjective and psychological well-being. Social Psychological and Personality Science, 12 (8), 1527-1537.
  • Bauermeister, J. J., Shrout, P. E., Chávez, L., Rubio‐Stipec, M., Ramírez, R., Padilla, L., ... & Canino, G. (2007). ADHD and gender: are risks and sequela of ADHD the same for boys and girls?. Journal of Child Psychology and Psychiatry, 48 (8), 831-839.
  • Becker, S. P., Breaux, R., Cusick, C. N., Dvorsky, M. R., Marsh, N. P., Sciberras, E., & Langberg, J. M. (2020). Remote learning during COVID-19: Examining school practices, service continuation, and difficulties for adolescents with and without attention-deficit/hyperactivity disorder. Journal of Adolescent Health, 67 (6), 769-777.
  • Billings, J. (2023). The effect of the COVID-19 pandemic on health-care workers. The Lancet Psychiatry, 10 (1), 3-5.
  • Breaux, R., Dvorsky, M. R., Marsh, N. P., Green, C. D., Cash, A. R., Shroff, D. M., ... & Becker, S. P. (2021). Prospective impact of COVID‐19 on mental health functioning in adolescents with and without ADHD: Protective role of emotion regulation abilities. Journal of Child Psychology and Psychiatry, 62 (9), 1132-1139.
  • Bruni, O., Breda, M., Ferri, R., & Melegari, M. G. (2021). Changes in sleep patterns and disorders in children and adolescents with attention deficit hyperactivity disorders and autism spectrum disorders during the COVID-19 lockdown. Brain Sciences, 11 (9), 1139.
  • Buthmann, J. L., Miller, J. G., & Gotlib, I. H. (2022). Maternal–prenatal stress and depression predict infant temperament during the COVID-19 pandemic. Development and Psychopathology, 1-9.
  • Caesar, S. R., Layer, G., & Barasi, S. (2023). Appraisal, wellbeing and pandemics: why a focus on wellbeing is always warranted. BJGP, 73(733), 1024-1036.
  • Capone, R., & Lepore, M. (2022). From distance learning to integrated digital learning: A fuzzy cognitive analysis focused on engagement, motivation, and participation during COVID-19 pandemic. Technology, Knowledge and Learning, 27 (4), 1259-1289.
  • Carvalho, L. D. F., Pianowski, G., & Gonçalves, A. P. (2020). Personality differences and COVID-19: Are extroversion and conscientiousness personality traits associated with engagement with containment measures?. Trends in Psychiatry and Psychotherapy, 42, 179-184.
  • Chen, C. Y., Chen, J. S., Lin, C. Y., Hsiao, R. C., Tsai, C. S., & Yen, C. F. (2022). Difficulties in managing children’s learning among caregivers of children with attention-deficit/hyperactivity disorder during the covid-19 pandemic in Taiwan: Association with worsened behavioral and emotional symptoms. International Journal of Environmental Research and Public Health, 19 (21), 13722.
  • Choi, J., Oh, S., & Cho, M. (2021). University students’ learning behavior, online learning satisfaction, university satisfaction, and emotional difficulties according to ADHD tendencies and gender in covid-19 crisis. International Journal of Crisis & Safety, 6, 51-67.
  • Dvorsky, M. R., Breaux, R., Cusick, C. N., Fredrick, J. W., Green, C., Steinberg, A., ... & Becker, S. P. (2022). Coping with COVID-19: Longitudinal impact of the pandemic on adjustment and links with coping for adolescents with and without ADHD. Research on Child and Adolescent Psychopathology, 50 (5), 605-619.
  • El-Ghandour, N. M., Ezzat, A. A., Zaazoue, M. A., Gonzalez-Lopez, P., Jhawar, B. S., & Soliman, M. A. (2020). Virtual learning during the COVID-19 pandemic: A turning point in neurosurgical education. Neurosurgical focus, 49(6), E18.
  • Eroglu, A., Suzan, O. K., Hur, G., & Cinar, N. (2023). The relationship between fear of COVID-19 and psychological resilience according to personality traits of university students: A path analysis. Archives of Psychiatric Nursing, 42, 1-8.
  • Faridah, I., Sari, F. R., Wahyuningsih, T., Oganda, F. P., & Rahardja, U. (2020, October). Effect digital learning on student motivation during Covid-19. In 2020 8th International Conference on Cyber and IT Service Management (CITSM) (pp. 1-5).
  • Fiske, A., Scerif, G., & Holmboe, K. (2022). Maternal depressive symptoms and early childhood temperament before and during the COVID‐19 pandemic in the United Kingdom. Infant and Child Development, 31 (6), e2354.
  • Harper, C. A., Satchell, L. P., Fido, D., & Latzman, R. D. (2021). Functional fear predicts public health compliance in the COVID-19 pandemic. International Journal of Mental Health and Addiction, 19, 1875-1888.
  • Hatip, M., & Nurkamilah, N. (2023). Dimensions of student learning motivation in the context of online learning in the Covid-19 pandemic Era. International Social Sciences and Humanities, 2 (1), 218-228.
  • He, S., Shuai, L., Wang, Z., Qiu, M., Wilson, A., Xia, W. & Zhang, J. (2021). Online learning performances of children and adolescents with attention deficit hyperactivity disorder during the COVID-19 pandemic. INQUIRY: The Journal of Health Care Organization, Provision, and Financing, 58, 00469580211049065.
  • Hernández-Peña, K., Gea-García, G. M., García-Fuentes, J. P., Martínez-Aranda, L. M., & Menayo Antúnez, R. (2022). Personality trait changes in athletic training students during their university career: Effects of academic stress or COVID-19 pandemic?. Sustainability, 15(1), 486.
  • Hoofman, J. & Secrod, E. (2021). The effect of COVID-19 on education. Pediatric Clinics, 68(5), 1071-1079.
  • Keeves, J. P. (1997). Longitudinal research methods. J. P. Keeves (Ed.). Educational research methodology, and measurement: An international handbook, New York: Elsevier Science Ltd.
  • Korpa, T., Pappa, T., Chouliaras, G., Sfinari, A., Eleftheriades, A., Katsounas, M., ... & Pervanidou, P. (2021). Daily behaviors, worries and emotions in children and adolescents with ADHD and learning difficulties during the COVID-19 pandemic. Children, 8(11), 995.
  • Krupić, D., Žuro, B., & Krupić, D. (2021). Big Five traits, approach-avoidance motivation, concerns and adherence with COVID-19 prevention guidelines during the peak of pandemic in Croatia. Personality and Individual Differences, 179, 110913.
  • Kumar, A., & Nayar, K. R. (2021). COVID 19 and its mental health consequences. Journal of Mental Health, 30(1), 1-2.
  • Lakhan, R., Agrawal, A., & Sharma, M. (2020). Prevalence of depression, anxiety, and stress during COVID-19 pandemic. Journal of Neurosciences in Rural Practice, 11(04), 519-525.
  • Li, G., Luo, H., Lei, J., Xu, S., & Chen, T. (2022). Effects of first-time experiences and self-regulation on college students’ online learning motivation: Based on a national survey during COVID-19. Education Sciences, 12(4), 245.
  • Lupas, K. K., Mavrakis, A., Altszuler, A., Tower, D., Gnagy, E., MacPhee, F., ... & Pelham Jr, W. (2021). The short-term impact of remote instruction on achievement in children with ADHD during the COVID-19 pandemic. School Psychology, 36(5), 313.
  • Martin, A. J., Ginns, P., & Collie, R. J. (2023). University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement. Learning and Instruction, 83, 101712.
  • Merzon, E., Manor, I., Rotem, A., Schneider, T., Vinker, S., Golan Cohen, A., ... & Green, I. (2021). ADHD as a risk factor for infection with Covid-19. Journal of Attention Disorders, 25(13), 1783-1790.
  • Moliner Miravet, L., & Alegre, F. (2022). COVID-19 Restrictions and its influence on students’ Mathematics Achievement in Spain.
  • Naciri, A., Radid, M., Kharbach, A., & Chemsi, G. (2021). E-learning in health professions education during the COVID-19 pandemic: a systematic review. Journal of Educational Evaluation for Health Professions, 18, 1021-1036.
  • OECD (2021). Covid 19 and policy and science, New York: OECD Publishing.
  • Palanci, M., Kandemir, M., Özge, Ü., Orek, A., Akkin, G., ... & Selçuk, Z. (2015). Validity-reliability of nine types temperament scale adolescent form (NTTS-A) and relationship between temperament types and attention deficit hyperactivity disorder. Education and Science, 40(179), 361-374.
  • Palancı, M. (2017). Psychological root of morality: A proposal according to nine types temperament model. Clin Psychiatry, 3, 1.
  • Putri, M. N. (2023). Analysis of factors affecting students’willingness to communicate during Covid-19 pandemic in online learning (Unpublished Doctoral dissertation), Universitas Jambi.
  • Relyea, J. E., Rich, P., Kim, J. S., & Gilbert, J. B. (2022). The COVID-19 impact on reading achievement growth of grade 3-5 students in a us urban school district: Variation across student characteristics and instructional modalities. Ed Working Paper No. 22-646. Annenberg Institute for School Reform at Brown University.
  • Sibley, M. H., Ortiz, M., Gaias, L. M., Reyes, R., Joshi, M., Alexander, D., & Graziano, P. (2021). Top problems of adolescents and young adults with ADHD during the COVID-19 pandemic. Journal of Psychiatric Research, 136, 190-197.
  • Shuai, L., He, S., Zheng, H. et al. (2021). Influences of digital media use on children and adolescents with ADHD during COVID-19 pandemic. GlobalHealth 17(48), 211-222.
  • Talevi, D., Socci, V., Carai, M., Carnaghi, G., Faleri, S., Trebbi, E., ... & Pacitti, F. (2020). Mental health outcomes of the CoViD-19 pandemic. Rivista di Psichiatria, 55(3), 137-144.
  • Takeda, T., Tsuji, Y., Akatsu, R., & Nomura, T. (2023). Initial Impact of the COVID-19 outbreak on ADHD symptoms among university students in Japan. Journal of the Korean Academy of Child and Adolescent Psychiatry, 34(2), 69.
  • Werner, K., & Woessmann, L. (2023). The legacy of COVID-19 in education. Economic Policy, 17(6), 178-186.
  • Xhakolli, B. R., & Hamzallari, O. (2023). Academic procrastination in students during covid-19 pandemic: The role of perceived challenges and learning motivation. Journal of Educational and Social Research 13(1), 196-203.
  • Xu, Q., Li, D., Dong, Y., Wu, Y., Cao, H., Zhang, F., ... & Wang, X. (2023). The relationship between personality traits and clinical decision-making, anxiety and stress among intern nursing students during COVID-19: A cross-sectional study. Psychology Research and Behavior Management, 57-69.
  • Yu, Z. (2022). Sustaining student roles, digital literacy, learning achievements, and motivation in online learning environments during the COVID-19 pandemic. Sustainability, 14(8), 4388.

Change in the Learning Motivations and Attention Orientations of Students in the Pre- and Post-COVID-19 Periods: A Longitudinal Study

Year 2023, Volume: 7 Issue: 15, 515 - 529, 21.10.2023
https://doi.org/10.31458/iejes.1296769

Abstract

The purpose of this research is the longitudinal examination of the change in learning motivation (LM) and attention level (AL) of students continuing formal education at secondary school in the pre-pandemic period (PreP), in the pandemic period (PP) during the process of online education, and in the post-pandemic period (PostP) during the new school year of face-to-face education. The data for the research was collected through the Persona 360 software, which is used to support guidance and psychological counseling services in K-12 and follows the development of students. It is known that the students’ psycho-social and educational developments are followed at school by the psychological counselors. The data for the research was collected through the Persona 360 school guidance software used for this purpose from 1,183 students continuing education in 9th and 10th grades at private and state schools in Azerbaijan and Turkey. Within the longitudinal research model, the data was collected three years in a row by the Burdon Attention Test, Learning Motivation Scale, and Temperament-Enneagram 9-Factor Personality Test (MEM-9). The analyses were performed using SPSS 23.0/Windows software pack and ANOVA, two-way ANOVA, and MANOVA tests. Pursuant to the findings obtained, it was found that the students’ learning motivations and attention levels changed negatively in the COVID-19 period for the three different time frames. The findings were discussed in the context of temperament and traumatic stress experiences affecting the students’ learning motivations and attention levels.

Ethical Statement

This research was carried out with the permission of Education Institute of the Azerbaijan Education Ministry with the decision number 072/1126 dated 17.06.2022

References

  • Ando, M., Takeda, T., & Kumagai, K. (2021). A qualitative study of impacts of the COVID-19 pandemic on lives in adults with attention deficit hyperactive disorder in Japan. International Journal of Environmental Research and Public Health, 18(4), 2090.
  • Anglim, J., & Horwood, S. (2021). Effect of the COVID-19 pandemic and big five personality on subjective and psychological well-being. Social Psychological and Personality Science, 12 (8), 1527-1537.
  • Bauermeister, J. J., Shrout, P. E., Chávez, L., Rubio‐Stipec, M., Ramírez, R., Padilla, L., ... & Canino, G. (2007). ADHD and gender: are risks and sequela of ADHD the same for boys and girls?. Journal of Child Psychology and Psychiatry, 48 (8), 831-839.
  • Becker, S. P., Breaux, R., Cusick, C. N., Dvorsky, M. R., Marsh, N. P., Sciberras, E., & Langberg, J. M. (2020). Remote learning during COVID-19: Examining school practices, service continuation, and difficulties for adolescents with and without attention-deficit/hyperactivity disorder. Journal of Adolescent Health, 67 (6), 769-777.
  • Billings, J. (2023). The effect of the COVID-19 pandemic on health-care workers. The Lancet Psychiatry, 10 (1), 3-5.
  • Breaux, R., Dvorsky, M. R., Marsh, N. P., Green, C. D., Cash, A. R., Shroff, D. M., ... & Becker, S. P. (2021). Prospective impact of COVID‐19 on mental health functioning in adolescents with and without ADHD: Protective role of emotion regulation abilities. Journal of Child Psychology and Psychiatry, 62 (9), 1132-1139.
  • Bruni, O., Breda, M., Ferri, R., & Melegari, M. G. (2021). Changes in sleep patterns and disorders in children and adolescents with attention deficit hyperactivity disorders and autism spectrum disorders during the COVID-19 lockdown. Brain Sciences, 11 (9), 1139.
  • Buthmann, J. L., Miller, J. G., & Gotlib, I. H. (2022). Maternal–prenatal stress and depression predict infant temperament during the COVID-19 pandemic. Development and Psychopathology, 1-9.
  • Caesar, S. R., Layer, G., & Barasi, S. (2023). Appraisal, wellbeing and pandemics: why a focus on wellbeing is always warranted. BJGP, 73(733), 1024-1036.
  • Capone, R., & Lepore, M. (2022). From distance learning to integrated digital learning: A fuzzy cognitive analysis focused on engagement, motivation, and participation during COVID-19 pandemic. Technology, Knowledge and Learning, 27 (4), 1259-1289.
  • Carvalho, L. D. F., Pianowski, G., & Gonçalves, A. P. (2020). Personality differences and COVID-19: Are extroversion and conscientiousness personality traits associated with engagement with containment measures?. Trends in Psychiatry and Psychotherapy, 42, 179-184.
  • Chen, C. Y., Chen, J. S., Lin, C. Y., Hsiao, R. C., Tsai, C. S., & Yen, C. F. (2022). Difficulties in managing children’s learning among caregivers of children with attention-deficit/hyperactivity disorder during the covid-19 pandemic in Taiwan: Association with worsened behavioral and emotional symptoms. International Journal of Environmental Research and Public Health, 19 (21), 13722.
  • Choi, J., Oh, S., & Cho, M. (2021). University students’ learning behavior, online learning satisfaction, university satisfaction, and emotional difficulties according to ADHD tendencies and gender in covid-19 crisis. International Journal of Crisis & Safety, 6, 51-67.
  • Dvorsky, M. R., Breaux, R., Cusick, C. N., Fredrick, J. W., Green, C., Steinberg, A., ... & Becker, S. P. (2022). Coping with COVID-19: Longitudinal impact of the pandemic on adjustment and links with coping for adolescents with and without ADHD. Research on Child and Adolescent Psychopathology, 50 (5), 605-619.
  • El-Ghandour, N. M., Ezzat, A. A., Zaazoue, M. A., Gonzalez-Lopez, P., Jhawar, B. S., & Soliman, M. A. (2020). Virtual learning during the COVID-19 pandemic: A turning point in neurosurgical education. Neurosurgical focus, 49(6), E18.
  • Eroglu, A., Suzan, O. K., Hur, G., & Cinar, N. (2023). The relationship between fear of COVID-19 and psychological resilience according to personality traits of university students: A path analysis. Archives of Psychiatric Nursing, 42, 1-8.
  • Faridah, I., Sari, F. R., Wahyuningsih, T., Oganda, F. P., & Rahardja, U. (2020, October). Effect digital learning on student motivation during Covid-19. In 2020 8th International Conference on Cyber and IT Service Management (CITSM) (pp. 1-5).
  • Fiske, A., Scerif, G., & Holmboe, K. (2022). Maternal depressive symptoms and early childhood temperament before and during the COVID‐19 pandemic in the United Kingdom. Infant and Child Development, 31 (6), e2354.
  • Harper, C. A., Satchell, L. P., Fido, D., & Latzman, R. D. (2021). Functional fear predicts public health compliance in the COVID-19 pandemic. International Journal of Mental Health and Addiction, 19, 1875-1888.
  • Hatip, M., & Nurkamilah, N. (2023). Dimensions of student learning motivation in the context of online learning in the Covid-19 pandemic Era. International Social Sciences and Humanities, 2 (1), 218-228.
  • He, S., Shuai, L., Wang, Z., Qiu, M., Wilson, A., Xia, W. & Zhang, J. (2021). Online learning performances of children and adolescents with attention deficit hyperactivity disorder during the COVID-19 pandemic. INQUIRY: The Journal of Health Care Organization, Provision, and Financing, 58, 00469580211049065.
  • Hernández-Peña, K., Gea-García, G. M., García-Fuentes, J. P., Martínez-Aranda, L. M., & Menayo Antúnez, R. (2022). Personality trait changes in athletic training students during their university career: Effects of academic stress or COVID-19 pandemic?. Sustainability, 15(1), 486.
  • Hoofman, J. & Secrod, E. (2021). The effect of COVID-19 on education. Pediatric Clinics, 68(5), 1071-1079.
  • Keeves, J. P. (1997). Longitudinal research methods. J. P. Keeves (Ed.). Educational research methodology, and measurement: An international handbook, New York: Elsevier Science Ltd.
  • Korpa, T., Pappa, T., Chouliaras, G., Sfinari, A., Eleftheriades, A., Katsounas, M., ... & Pervanidou, P. (2021). Daily behaviors, worries and emotions in children and adolescents with ADHD and learning difficulties during the COVID-19 pandemic. Children, 8(11), 995.
  • Krupić, D., Žuro, B., & Krupić, D. (2021). Big Five traits, approach-avoidance motivation, concerns and adherence with COVID-19 prevention guidelines during the peak of pandemic in Croatia. Personality and Individual Differences, 179, 110913.
  • Kumar, A., & Nayar, K. R. (2021). COVID 19 and its mental health consequences. Journal of Mental Health, 30(1), 1-2.
  • Lakhan, R., Agrawal, A., & Sharma, M. (2020). Prevalence of depression, anxiety, and stress during COVID-19 pandemic. Journal of Neurosciences in Rural Practice, 11(04), 519-525.
  • Li, G., Luo, H., Lei, J., Xu, S., & Chen, T. (2022). Effects of first-time experiences and self-regulation on college students’ online learning motivation: Based on a national survey during COVID-19. Education Sciences, 12(4), 245.
  • Lupas, K. K., Mavrakis, A., Altszuler, A., Tower, D., Gnagy, E., MacPhee, F., ... & Pelham Jr, W. (2021). The short-term impact of remote instruction on achievement in children with ADHD during the COVID-19 pandemic. School Psychology, 36(5), 313.
  • Martin, A. J., Ginns, P., & Collie, R. J. (2023). University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement. Learning and Instruction, 83, 101712.
  • Merzon, E., Manor, I., Rotem, A., Schneider, T., Vinker, S., Golan Cohen, A., ... & Green, I. (2021). ADHD as a risk factor for infection with Covid-19. Journal of Attention Disorders, 25(13), 1783-1790.
  • Moliner Miravet, L., & Alegre, F. (2022). COVID-19 Restrictions and its influence on students’ Mathematics Achievement in Spain.
  • Naciri, A., Radid, M., Kharbach, A., & Chemsi, G. (2021). E-learning in health professions education during the COVID-19 pandemic: a systematic review. Journal of Educational Evaluation for Health Professions, 18, 1021-1036.
  • OECD (2021). Covid 19 and policy and science, New York: OECD Publishing.
  • Palanci, M., Kandemir, M., Özge, Ü., Orek, A., Akkin, G., ... & Selçuk, Z. (2015). Validity-reliability of nine types temperament scale adolescent form (NTTS-A) and relationship between temperament types and attention deficit hyperactivity disorder. Education and Science, 40(179), 361-374.
  • Palancı, M. (2017). Psychological root of morality: A proposal according to nine types temperament model. Clin Psychiatry, 3, 1.
  • Putri, M. N. (2023). Analysis of factors affecting students’willingness to communicate during Covid-19 pandemic in online learning (Unpublished Doctoral dissertation), Universitas Jambi.
  • Relyea, J. E., Rich, P., Kim, J. S., & Gilbert, J. B. (2022). The COVID-19 impact on reading achievement growth of grade 3-5 students in a us urban school district: Variation across student characteristics and instructional modalities. Ed Working Paper No. 22-646. Annenberg Institute for School Reform at Brown University.
  • Sibley, M. H., Ortiz, M., Gaias, L. M., Reyes, R., Joshi, M., Alexander, D., & Graziano, P. (2021). Top problems of adolescents and young adults with ADHD during the COVID-19 pandemic. Journal of Psychiatric Research, 136, 190-197.
  • Shuai, L., He, S., Zheng, H. et al. (2021). Influences of digital media use on children and adolescents with ADHD during COVID-19 pandemic. GlobalHealth 17(48), 211-222.
  • Talevi, D., Socci, V., Carai, M., Carnaghi, G., Faleri, S., Trebbi, E., ... & Pacitti, F. (2020). Mental health outcomes of the CoViD-19 pandemic. Rivista di Psichiatria, 55(3), 137-144.
  • Takeda, T., Tsuji, Y., Akatsu, R., & Nomura, T. (2023). Initial Impact of the COVID-19 outbreak on ADHD symptoms among university students in Japan. Journal of the Korean Academy of Child and Adolescent Psychiatry, 34(2), 69.
  • Werner, K., & Woessmann, L. (2023). The legacy of COVID-19 in education. Economic Policy, 17(6), 178-186.
  • Xhakolli, B. R., & Hamzallari, O. (2023). Academic procrastination in students during covid-19 pandemic: The role of perceived challenges and learning motivation. Journal of Educational and Social Research 13(1), 196-203.
  • Xu, Q., Li, D., Dong, Y., Wu, Y., Cao, H., Zhang, F., ... & Wang, X. (2023). The relationship between personality traits and clinical decision-making, anxiety and stress among intern nursing students during COVID-19: A cross-sectional study. Psychology Research and Behavior Management, 57-69.
  • Yu, Z. (2022). Sustaining student roles, digital literacy, learning achievements, and motivation in online learning environments during the COVID-19 pandemic. Sustainability, 14(8), 4388.
There are 47 citations in total.

Details

Primary Language English
Subjects Psychological Foundations of Education
Journal Section Research Article
Authors

Mehmet Palancı 0000-0001-5907-0589

Early Pub Date October 7, 2023
Publication Date October 21, 2023
Submission Date May 13, 2023
Published in Issue Year 2023 Volume: 7 Issue: 15

Cite

APA Palancı, M. (2023). Change in the Learning Motivations and Attention Orientations of Students in the Pre- and Post-COVID-19 Periods: A Longitudinal Study. International E-Journal of Educational Studies, 7(15), 515-529. https://doi.org/10.31458/iejes.1296769

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