Comparing Belonging Trajectories, Self-Efficacy, and Interest Value Across Online and Face-to-Face Environments

• In Event: Learning and Motivation in the Context of the COVID-19 Pandemic

Abstract

This study investigated semester-long trajectories of students’ perceptions of belonging, the relations of belonging trajectories with expectancy for success and interest value, and differences in belonging trajectories across face-to-face (pre-COVID) and online (during COVID) delivery modes. Among university students enrolled in chemistry courses, latent growth curve models indicated that students reported an initially higher sense of belonging to their university in face-to-face, pre-COVID learning settings. Both expectancy and interest value at the end of the semester were positively predicted by changes in belonging, controlling for initial levels of expectancy and value. Results suggest that varied program delivery methods, and perhaps additional factors related to learning during COVID, give rise to differential motivation trajectories.

Authors

• Qiyuan Zheng, McGill University

• Sanheeta Shankar, McGill University

• Kristy A. Robinson, McGill University