Students engaging in COVID-19 distance learning were more motivated and persistent – and less likely to procrastinate – when they perceived themselves as autonomous, competent and socially connected

Students engaging in COVID-19 distance learning were more motivated and persistent – and less likely to procrastinate – when they perceived themselves as autonomous, competent and socially connected

Article Title: Distance learning in higher education during COVID-19: The role of basic psychological needs and intrinsic motivation for persistence and procrastination–a multi-country study

Author Countries: Austria, Albania, China, Finland, Croatia, Estonia, Germany, Iceland, Japan, Kosovo, Lithuania, Malta, North Macedonia, Poland, Romania, Sweden, USA

Funding: This work was funded by the Vienna Science and Technology Fund (WWTF) [https://www.wwtf.at/] and the MEGA Bildungsstiftung [https://www.megabildung.at/] through project COV20-025, as well as the Academy of Finland [https://www.aka.fi] through project 308351, 336138, and 345117. BS is the grant recipient of COV20-025. KSA is the grant recipient of 308351, 336138, and 345117. Open access funding was provided by University of Vienna. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

Competing Interests: The authors have declared that no competing interests exist.

Article URL: https://journals.plos.org/plosone/article?id=10.1371/journal. pone.0257346

PLOS ONE

10.1371/journal.pone.0257346

Distance learning in higher education during COVID-19: The role of basic psychological needs and intrinsic motivation for persistence and procrastination–a multi-country study

6-Oct-2021

The authors have declared that no competing interests exist.