The Covid-19 pandemic has led to a rapid transition from face-to-face to distance learning. The problems caused by this rapid transition are combined with the negative psychological outcomes of the pandemic, leading to numerous problems and difficulties in the teaching and learning processes. The recentness of these issues and developments requires detailed investigation as to how they affect distance learning. This study aims to investigate the role of psycho-demographic variables in the motivation and attendance of higher education students in distance education within the context of the Covid-19 pandemic. In this descriptive study, we collected data from 1494 Turkish university students via an online survey. Quantitative data were analysed using correlation analysis, t test, one-way ANOVA, multiple linear regression analysis, and structural equation modelling. Stress, anxiety, depression and intolerance of uncertainty were correlated negatively with distance learning motivation and frequency of distance learning attendance. While students who attended distance learning only synchronously joined the courses more frequently, the motivation of those who joined the courses sometimes synchronously and sometimes asynchronously was higher. The strength of the relationships between intolerance of uncertainty and distance learning motivation was significantly increased via anxiety and depression. Findings highlight the need for analysis of psycho-demographic variables while designing and implementing distance education programmes. Psychological variables including stress, anxiety and depression are related to motivation and attendance during distance education. While using both synchronous and asynchronous distance learning enhances motivation, synchronous learning increases attendance.

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大流行中的远程教育：哪些心理人口变量会影响高等教育中的学生？

Covid-19 大流行导致了从面对面学习到远程学习的快速过渡。这种快速转变造成的问题与大流行的负面心理结果相结合，导致教学过程中出现许多问题和困难。这些问题和发展的近期性需要详细调查它们如何影响远程学习。本研究旨在调查在 Covid-19 大流行的背景下，心理人口统计学变量在远程教育中高等教育学生的动机和出勤率中的作用。在这项描述性研究中，我们通过在线调查收集了 1494 名土耳其大学生的数据。使用相关分析对定量数据进行分析，t检验、单向方差分析、多元线性回归分析和结构方程建模。压力、焦虑、抑郁和对不确定性的不容忍与远程学习动机和远程学习出席频率呈负相关。虽然仅同步参加远程学习的学生更频繁地参加课程，但有时同步和有时不同步参加课程的学生的积极性更高。通过焦虑和抑郁，对不确定性的不容忍与远程学习动机之间的关系强度显着增加。调查结果强调了在设计和实施远程教育计划时分析心理人口变量的必要性。心理变量，包括压力，