Anxiety of pandemic and distance learning as predictor of decrease in satisfaction, competence and engagement in students during digital education period

Abstract

Introduction: Transition of educational institutions to distance learning in pandemic was found to be associated with students' complaints about difficulties, decrease in effectiveness, interest and well-being (Herbert et al., 2021, Almomani et al., 2021, Puljak et al., 2020). Objectives: The aim was to reveal psychological predictors of decreased academic satisfaction, competence, and engagement among students in the digitalization of education during a pandemic. Methods: In December 2020 220 students 18-33 years old were asked about their learning difficulties, academic satisfaction, competence and engagement before the pandemic and now (Cronbach's alphas .66-.90), well-being (Diener et al., 1985, Diener et al., 2010), educational motivation (Sheldon et al., 2017), pandemic anxiety (Tkhostov, Rasskazova, 2020). Results: There was a decrease in academic satisfaction, subjective competence and engagement, with moderate learning difficulties (F=60.4-63,3, p