During the pandemic restrictions imposed in spring 2020, many aspects of students’ living and learning environments changed drastically. From the perspective of Self-Determination Theory, changes in social context interact with the satisfaction or frustration of basic psychological needs and, as a result, with study-related motivational regulation and vitality. In this study, we investigate the relationships between the contextual factors of online-based distance learning, basic psychological needs, forms of motivational regulation and subjective vitality in a sample of N = 1849 university students across eight universities in Austria and Germany. Based on structural equational modelling, the results stress the relevance of satisfaction with technological resources in regard to higher levels of satisfaction in all three basic psychological needs, while perceived overload is linked to lower levels of needs satisfaction and increased basic psychological needs frustration. Further, the estimated workload difference before and during the pandemic is not related to the motivational outcomes of the model. All relationships have been tested for mediation effects between basic psychological needs and the different forms of motivational regulation on subjective vitality: for the need for relatedness, no mediation is found, while the effect of the need for autonomy is fully mediated by autonomous regulation styles. The need for competence was associated with several mediating interactions with regulation styles. The results offer insight into students’ perceptions of their study-related experiences during the pandemic and can help to develop effective methods in online-based and blended learning settings in the future.

According to Self-Determination Theory, the satisfaction of the three basic psychological needs (BPN) is crucial for optimal personal and academic development, as well as well-being, which is associated with the perceived vitality. These dimensions can be fostered or hindered by contextual factors within the work, study and personal environment. During the first COVID-19 lockdown, most social contexts for student teachers were substantially altered, for which we hypothesised negative outcomes with regards to perceived basic needs satisfaction and vitality. To investigate changes in needs satisfaction and subjective vitality during distance learning, this research applied an explanatory sequential mixed-methods design combining a quantitative and qualitative study. For the quantitative study, two surveys were conducted; the first before the lockdown (N = 161) and the second after the lockdown (N = 146). The purpose of these surveys was to test the interrelations between need satisfaction, frustration and vitality before and during the distance learning by implementing a SEM-based mediation analysis. In addition, we elaborated on significant and unexpected findings of the quantitative study by interviewing 14 other student teachers, allowing for an in-depth and contextualised understanding of the psychological changes in and the triggering factors of the ‘corona-lockdown’. Results stress the relevance of physical activity and time spent outdoors for the perception of vitality which was supported by a more flexible time structure during distance learning. For the context of distance learning, this research emphasises the relevance of BPN also in the context of online-based learning where higher levels of interaction with fellow students and lecturers, a clear course structure and formative feedback proved to be essential for motivational and achievement-related outcomes.

This study investigates, based on Deci and Ryan’s self-determination theory, how autonomy support and school-related pressure are associated with students’ vitality, their contentment with and academic performance in school, and whether feeling related to teachers and feeling competent mediate these relations. In total, 812 secondary school students participated in this questionnaire-based survey. Perceived autonomy support was positively related while school-related pressure was negatively related with vitality and contentment. Relations were partially mediated by relatedness to teachers and perceived competence. In sum, this study provides insight into how autonomy support contributes not only to better academic achievement but also to students feeling vital in school and experiencing contentment with school environments. Moreover, the results emphasize that pressure is not only irrelevant for academic performance, but rather, detrimental for students’ perceptions in school. The practical implications imply that teachers should be trained to avoid unnecessary coercion and to strengthen their abilities in supporting their students’ autonomy. This contributes to make school a productive and enjoyable environment for learners and teachers alike.