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Digital Learning During COVID-19: An Intersectional Perspective on Secondary Students' Motivation and Perceived Teacher Support
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Author(s): Marlene Kollmayer (University of Vienna, Austria), Selma Korlat Ikanovic (University of Vienna, Austria), Julia Holzer (University of Vienna, Austria), Elisabeth Rosa Pelikan (University of Vienna, Austria), Christiane Spiel (University of Vienna, Austria), Barbara Schober (University of Vienna, Austria)and Marko Lüftenegger (University of Vienna, Austria)
Copyright: 2023
Pages: 17
Source title:
Digitalization, New Media, and Education for Sustainable Development
Source Author(s)/Editor(s): Lars Keller (University of Innsbruck, Austria), Gerd Michelsen (Leuphana University, Germany), Martin Dür (University of Innsbruck, Austria), Syamsul Bachri (Universitas Negeri Malang, Indonesia)and Michaela Zint (University of Michigan, USA)
DOI: 10.4018/978-1-7998-5033-5.ch014
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Abstract
The spread of COVID-19 led to an interruption of physical school attendance for around 1.6 billion students worldwide. During the school closures, schools switched to digital teaching which created a unique situation for all students but especially for groups disadvantaged in the (virtual) classroom. The current study is theoretically based on the situated expectancy-value theory that argues that an individual's motivation is shaped by their social identities. Following the intersectionality framework, the impact of gender and first language on motivation is examined simultaneously. The chapter presents an empirical study of motivation and perceived teacher support for digital learning among 19,337 secondary school students from Austria, shortly after the first pandemic-induced school closures in spring 2020. Results show differences in perceived teacher support, competence beliefs, intrinsic value, and engagement regarding digital learning between students of different gender and first languages. Practical and theoretical implications of the study's findings are discussed.
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