Thema: het welzijn van leerlingen / studenten
The covid-19 crisis hit the world with a considerable impact on society. To avoid further spread of the coronavirus, the Netherlands announced temporarily closing down educational institutions. As the current situation can hardly be compared to other events, not much is known yet on how the pandemic, the closure of universities, and consequently online teaching affected student well-being. Still, these circumstances are likely to constrain the need satisfaction for autonomy, competence, and relatedness, which ensure students’ psychological well-being (Deci & Ryan, 1985; Stanton, et al. 2016). Resilience factors, however, may constitute personal resources counteracting this lack in need satisfaction and ensuring well-being.
Therefore, the following research questions result are investigated:
1) How do the stakeholders perceive university student well-being before, during, and after the Covid-19 crisis?
2) How do the stakeholders perceive the potential of the learning environment to enhance student well-being, before, during, and after the Covid-19 crisis?
3) According to the stakeholders, which resilience factors are evident before, during, and after the Covid-19 crisis?
In our longitudinal interview study, we are investigating how the covid-19 crisis affects student well-being and how this relates to the learning environment and students’ resilience factors. Six participants (students, professors, and faculty) are interviewed four times.
Preliminary results hint at the relevance of autonomy and relatedness as restricted needs as well as a broad variety of resilience factors influencing students’ well-being (see figure attached). The study will consequently give multi-perspective long-term insights into student well-being during a pandemic.
Instelling: Rijksuniversiteit Groningen