Motivation, engagement et satisfaction des besoins psychologiques en formation initiale à l’enseignement lors des premières vagues de COVID-19

Abstract

The impact of online courses on students’ motivation, academic engagement, and satisfaction of psychological needs during the first waves of COVID-19 was examined with a questionnaire administered to a sample of teachers in training (n = 272) of a French-speaking university in Montreal (Canada). Analysis of the data reveals that participants were less motivated, less engaged and had more problems meeting their psychological needs in online courses than in traditional face-to-face classes. These results are discussed from the perspective of literature currently available on the subject and future developments in online training.