The evolving landscape of student academic motivation: Impact of pandemic-induces learning formats on university students in educational sciences
The evolving landscape of student academic motivation: Impact of pandemic-induces learning formats on university students in educational sciences

Summary/Abstract: This study investigates the evolution of academic motivation among university students in Educational Sciences during and after the COVID-19 pandemic. Employing a multi-theoretical framework that is based on Self-Determination Theory but integrates both Situated-Value Expectancy Theory and Achievement Goal Orientation Theory into the analysis, this research explores the influence of factors such as online learning, hybrid education, professional status, and personal traits such as Openness to experience, on students' academic motivation. Data were collected from a cohort of 330 second-year students through a questionnaire assessing academic motivation (intrinsic, extrinsic, identification, and amotivation), Openness, and demographic variables. The analysis compared motivation levels across cohorts experiencing different educational modalities (online, hybrid, and face-to-face) during the pandemic. Findings revealed significantly higher amotivation among students in the 2021-2022 cohort compared to the 2022-2023 cohort, suggesting a potential association between extended online/hybrid learning and decreased level of amotivation. Furthermore, Openness to experience emerged as a significant predictor of identification motivation. This research highlights the potential impact of different learning modalities on student motivation. It emphasizes acknowledging individual differences in designing effective learning environments in the post-pandemic era.

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