Learning under Covid 19 - a challenge for self-regulation

Self-regulation skills and the competence for self-regulated learning (SRL) are considered to be important determinants of learning success, well-being and ultimately health. However, many studies show that learners often do not use SRL in everyday life and find appropriate strategies to be tedious and unnecessary. Accordingly, the theoretically assumed positive consequences of SRL are not consistently proven. As a result of the COVID-19 pandemic, however, over 380,000 students and more than 1.1 million schoolchildren in Austria have switched to home learning more or less unprepared and the situation has changed fundamentally: Self-regulated learning and studying is now Become a necessity. How this is achieved is to be investigated in a longitudinal study that investigates the following questions: How is the well-being of the pupils and students? How do you manage to deal with the new learning situation? What makes coping easier, what makes it more difficult? What role does social inclusion play? What are psychological characteristics and framework conditions that enable learners to adapt over time and to cope with the situation better and better? What makes learning more difficult and therefore also less success in learning? How does this affect well-being? Planned participants in the study, which was carried out via an online survey and telephone interviews, are schoolchildren from all types of secondary schools and students from all universities in Austria. what makes it difficult? What role does social inclusion play? What are psychological characteristics and framework conditions that enable learners to adapt over time and to cope with the situation better and better? What makes learning more difficult and therefore also less success in learning? How does this affect well-being? Planned participants in the study, which was carried out via an online survey and telephone interviews, are schoolchildren from all types of secondary schools and students from all universities in Austria. what makes it difficult? What role does social inclusion play? What are psychological characteristics and framework conditions that enable learners to adapt over time and to cope with the situation better and better? What makes learning more difficult and therefore also less success in learning? How does this affect well-being? Planned participants in the study, which was carried out via an online survey and telephone interviews, are schoolchildren from all types of secondary schools and students from all universities in Austria. that learning becomes more difficult and thus also the learning success decreases? How does this affect well-being? Planned participants in the study, which was carried out via an online survey and telephone interviews, are schoolchildren from all types of secondary schools and students from all universities in Austria. that learning becomes more difficult and thus also the learning success decreases? How does this affect well-being? Planned participants in the study, which was carried out via an online survey and telephone interviews, are pupils from all types of secondary schools and students from all universities in Austria.