This essay, conducted through semi-structured interviews with five upper secondary school students, aim to analyze and understand if and how their perceived motivation to social studies changed due to distance teaching during the covid-19 pandemic as well if and how their motivation has changed since returning to school post-pandemic. The theory of self-determination works as the cornerstone which is complemented by two relational theories in relational pedagogy as well as the zone of proximal development in addition to the concept of self-regulation. The result shows that the students’ perceived motivation was affected negatively by studying and attending lectures away from the ordinary school environment, caused by a loss of interest for the subject which in turn is a result of less varied teaching as well as a loss of peer-pressure which works as a motivational factor for many of the students. However, the study also shows that their perceived motivation increased once returned during their final year of school, which in turn is a result of an increased interest in the subject caused by relational aspects such as being able to engage verbally during lectures as well as to a larger degree being able to use the teacher as well as each other as a resource to enhance their learning. These are aspects which were hindered by distance learning, which also stresses the importance of relations for enhanced learning.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-113241 |
| Date | January 2022 |
| Creators | Gidvall, Simon |
| Publisher | Linnéuniversitetet, Institutionen för statsvetenskap (ST) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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