COVID-19 and its containment measures have uniquely challenged adolescent well-being. Following self-determination theory (SDT), the present research seeks to identify characteristics that relate to well-being in terms of positive emotion and intrinsic learning motivation under distance schooling conditions and whether SDT's core postulates hold true in this exceptional situation. Feeling competent and autonomous concerning schoolwork, and socially related to others were hypothesised to relate to positive emotion and intrinsic learning motivation. The role of self-regulated learning (SRL) as a moderator was considered. Self-reports were collected from 19,967 secondary school students in Austria (Study 1) and Germany (Study 2). In both studies, structural equation modelling revealed that all basic needs were associated with positive emotion, and that competence and autonomy were associated with intrinsic learning motivation. Moderation effects of SRL were identified in Study 1 only: The association of autonomy and both outcomes and the association of competence and intrinsic learning motivation varied with the level of SRL. The results highlight the relevance of basic psychological need satisfaction and SRL in a situation in which adolescents are confronted with a sudden loss of daily routines.

中文翻译：

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COVID-19 大流行期间学生的基本需求和福祉：一项关于基本心理需求满足、内在学习动机、积极情绪和自我调节学习的调节作用的两国研究

COVID-19 及其遏制措施对青少年的福祉提出了独特的挑战。遵循自决理论 (SDT)，本研究旨在确定与远程教育条件下积极情绪和内在学习动机方面的幸福感相关的特征，以及 SDT 的核心假设在这种特殊情况下是否成立。假设对学校作业感到有能力和自主，以及与他人的社会关系与积极情绪和内在学习动机有关。考虑了自我调节学习（SRL）作为调节者的作用。自我报告收集自奥地利（研究 1）和德国（研究 2）的 19,967 名中学生。在这两项研究中，结构方程模型显示所有基本需求都与积极情绪有关，能力和自主性与内在学习动机有关。仅在研究 1 中确定了 SRL 的调节作用：自主性与两种结果的关联以及能力与内在学习动机的关联随 SRL 的水平而变化。结果强调了在青少年突然失去日常生活的情况下，基本心理需求满足和 SRL 的相关性。