Many researchers have explored the learning outcomes of students during the COVID-19 pandemic. However, there is a need to also examine the affective and motivational experiences and challenges associated with the learning continuity plans implemented during the pandemic. In line with the assumptions of Self-determination Theory, students may be expected to feel less anxious and more motivated to learn in more autonomy-supportive learning experiences, and feel more anxious and less motivated in controlling learning experiences. In this study, we used the Programme for International Student Assessment 2022 dataset to test whether there were any significant differences in the learning anxiety and learning motivation of 1,343 junior high school students across the five different learning continuity plans implemented in the Philippines during the COVID-19 pandemic. Separate analyses of variance revealed that students felt more motivated to learn in autonomy-supportive learning activities. Additionally, students only felt more anxious to learn in one of the controlling learning activities. The discussion on the results highlights the role Self-determination Theory in learner anxiety and learner autonomy, and the various considerations when shifting to alternative learning modalities.

Authors:
Joseph Russell Santos, De La Salle University, Philippines
Allan Bernardo, De La Salle University, Philippines

About the Presenter(s)
Russell Santos is a faculty member of De La Salle University's Senior High School Division and the Department of Psychology. He is currently finishing his PhD in Psychology, and his research interest involves psychological safety in schools and positive youth development.

Connect on Linkedin
https://www.linkedin.com/in/josephrussellsantos

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