The Effects of Parental Relationships on Motivation, Learning Strategies, and Metacognition During the COVID-19 Pandemic

• In Event: Research on Self-Regulated Learning Poster Session

Abstract

During the Spring of 2020, colleges and universities around the world were abruptly closed due to the SARS2-Cov2-COVID19 global pandemic. Many college students were unexpectedly forced to evacuate their university environments in which they lived with their peers, to attend on-line courses from their homes. The present study was grounded in a social cognitive theory of self-regulated learning and sought to investigate the effects of parental support on college students’ motivation, cognitive and metacognitive strategies in the midst of this pandemic. Results indicated that parental support was a statistically significant predictor of college students’ motivation, which was a significant predictor of their cognitive and metacognitive strategies.

Authors

• Jill D. Salisbury-Glennon, Auburn University

• Chih-hsuan Wang, Auburn University

• Yan Dai, Auburn University

• Hyun Sung Jang, Auburn University

• Trey Michael Lee Collins, Auburn University

• Katelyn Durham, Auburn University

• Hui Shi, East China Normal University