Changes in Students’ Achievement Motivation in the Context of the COVID-19 Pandemic: A Function of Extraversion/Introversion?

• DOI: 10.3390/educsci11010030
• Publication Date: 2021-01-15T17:44:05Z
• Authors: Jonathan Smith; Fanny-Alexandra G...; Julie Bergeron; Jérôme St-Amand; Caroline Fitzpatrick; Mathieu Gagnon
• Keywords: achievement motivation; High school students; extraversion/introversion; 4. Education; high school students; 05 social sciences; 150; 610; COVID-19 pandemic; Achievement motivation; Extraversion/introversion; L; Expectancy-value; Education; 3. Good health; 0501 psychology and cognitive sciences; expectancy–value

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.