Отношение школьников к вынужденному дистанционному обучению: связь с внутренней мотивацией и удовлетворенностью школой
To reflect on the recent experience of distance learning in Russian schools, we have conducted a study of attitudes towards distance learning during the COVID-19 pandemic among secondary school students. The study was conducted immediately after the restrictions were lifted and allows us to analyze the most recent memories of schoolchildren regarding the experience of distance learning. Motivational predictors of this relationship were analyzed, explaining the individual differences among schoolchildren (N=439, grades 5-8th) in their preference for distance learning. With the help of structural equation modeling, it is shown that a negative attitude towards distance learning that took place in the recent past, compared to traditional learning, is associated with greater satisfaction of their basic needs for autonomy, competence and relatedness with teachers and classmates, and this relationship is mediated by intrinsic learning motivation, which, in turn, predicts attitudes towards distance learning, school satisfaction, and academic performance. Intrinsically motivated schoolchildren have a negative attitude towards recent experience of distance learning and would not like it to return. The results obtained once again testify to the lower efficiency of emergency distance learning compared to traditional face-to-face education , confirming the need to develop special technologies and methods for distance learning of schoolchildren in a situation of an emergency transition to this learning format.