Students’ coping with the self-regulatory demand of crisis-driven digitalization in university mathematics instruction: do motivational and emotional orientations make a difference?
作者：
Highlights：
• Students clustered into two groups differing in mathematics related interest, anxiety, self-concept, and work ethics.
• Expectation of success, need for face-to-face social interaction, and preference for online learning formats differed.
• Subjective task value, learning outside of course structures, and appreciation of digital learning formats did not differ.
• Positive attitude towards learning with ICT was a key element for coping with learning in the pandemic situation.
• Particularly students demonstrating more promising orientations were eager to return to face-to-face instruction.
摘要
•Students clustered into two groups differing in mathematics related interest, anxiety, self-concept, and work ethics.•Expectation of success, need for face-to-face social interaction, and preference for online learning formats differed.•Subjective task value, learning outside of course structures, and appreciation of digital learning formats did not differ.•Positive attitude towards learning with ICT was a key element for coping with learning in the pandemic situation.•Particularly students demonstrating more promising orientations were eager to return to face-to-face instruction.
论文关键词：Self-regulation,Interest,Anxiety,Self-concept,Work ethics,Higher education
论文评审过程：Received 29 September 2020, Revised 1 February 2021, Accepted 3 February 2021, Available online 6 February 2021, Version of Record 19 February 2021.
论文官网地址：https://doi.org/10.1016/j.chb.2021.106732
