Changes in students’ achievement motivation in the context of the COVID-19 pandemic: A function of extraversion/ introversion?

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Reference

Smith J, Guimond F-A, Bergeron J, St-Amand J, Fitzpatrick C, Gagnon M. (2021). Changes in students' achievement motivation in the context of the COVID-19 pandemic: A function of extraversion/ introversion?. Education Sciences. 11(1): 30.

Abstract

Students’ mental health has been an increased concern since the outbreak of the COVID-19 pandemic. However, academic outcomes have received very little attention. In this study, changes in students’ achievement motivation are investigated using an expectancy–value framework. Participants (n = 90) were high school students (grades 9 and 10) who reported on their expectancy and value perceptions in regard to learning before and during the pandemic (i.e., January and November 2020). Changes over time and as a function of extraversion/introversion were analyzed using repeated measures multivariate analyses of variance (MANOVAs). Most perceptions were found to be stable with the exception of interest in learning, which increased as a function of extraversion. Results are discussed in light of relevant pre-pandemic evidence.

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