Examining impacts of information system success and perceived stress on students' self-regulated learning mediated by intrinsic motivation in online learning environments: second-order structural equation modelling analyses.

The unanticipated switch from face-to-face learning to online education caused by the Covid-19 pandemic has led to a lack of familiarization preparation for students, potentially hampering their learning processes in several ways. The success of online learning is primarily based on the quality of the information systems, self-regulated learning, and intrinsic learning motivation. The severe stress amid epidemic lockdowns might trigger negative impacts on students' learning motivation and self-regulated learning. Nevertheless, studies examining the relationship between information system success, self-regulated learning, perceived stress, and intrinsic learning motivation in the context of developing countries are still scarce. The current research aims to address this gap in the literature. Participants were 303 university students. The results of second-order structural equation modelling revealed the positive direct and indirect relationships between information system success, intrinsic learning motivation, and online self-regulated learning. Besides, despite the insignificant relationships between perceived stress, intrinsic learning motivation, and online self-regulated learning, most participants in this study were found to have moderate to high stress levels. Hence, the potential adverse effect of stress on students' learning process should not be ignored. The results provide implications for educators and researchers studying online learning environments and educational psychology.

Motivational development in times of campus closure: Longitudinal trends in undergraduate students' need satisfaction and intrinsic learning motivation.

AIMS: Higher education systems around the world have enforced campus closures to combat the COVID-19 pandemic. Such measures may threaten students' basic psychological needs for relatedness, competence and autonomy, and the development of intrinsic learning motivation. Little is known about whether the implementation of campus closures yielded negative developmental patterns for these motivational variables. We aim to close this research gap. SAMPLE: We investigated developmental patterns in longitudinal data spanning the first four semesters of undergraduate students in two cohorts at one German university starting in 2013 and 2019 (cohort 1: normal study conditions; cohort 2: affected by campus closure). We used propensity score modelling to ensure comparability between both cohorts resulting in a sample of 435 students each (total n = 870 students). METHOD: We estimated conditional latent growth curve models (LGCM) to investigate developmental trends in need satisfaction and intrinsic learning motivation across the students' first four semesters and how these trends differed between the two cohorts. RESULTS: The results indicated a more maladaptive development of motivational variables for students of cohort 2 compared to students of cohort 1. More specifically, we found negative developmental trends following the implementation of campus closures for competence, relatedness and intrinsic learning motivation. CONCLUSIONS: Our findings highlight the importance of considering side effects for students' psychological functioning when discussing the implementation or renewal of campus closures. It seems important to find ways to carefully reopen higher education institutions while also minimizing further risks for students and faculty.