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Teaching, motivation, and well-being during COVID-19 from the perspective of university students and lecturers

Sieber, Vanda; Hüppi, Roya; Praetorius, Anna-Katharina

This initial report gives an overview of some preliminary results. Please note that due to the explorative nature of some analyses, the significant tests should only be used to aid interpretation. We recommend focusing to the effect sizes presented when interpreting the results (see Wasserstein & Lazar, 2016).

The interim report starts by describing the demographic data of our student and university teacher sample. Following that, some general findings on students’ and lecturers’ general life satisfaction and well-being are presented. Well-being is measured by self-reports of perceived stress which is compared to ratings of a norm sample (Fliege et al., 2005).

In the paragraph on teaching, students’ and university lecturers’ attitudes towards e-learning are presented. Moreover, an overview on the choice of communication channels is provided along with the type of course (seminar, lecture, etc.). Additionally, the student perceived interaction between students and lecturers during online teaching is discussed.

Following this, lecturer behavior concerning the support of students’ basic psychological needs is presented, as well as the teachers’ and students’ motivation and well-being during classes.

To conclude the interim report, the descriptive data on perceived support from the university and peers from the perspective of lecturers is presented.

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