Cooperative Learning And Subjective Well-Being As Predictors Of Academic Motivation During The COVID-19 Pandemic

Abstract

This cross-sectional study investigated the associations between cooperative learning, subjective well-being, and academic motivation among Pakistani students during the first phase of the COVID-19 pandemic. A diverse sample of students (N=300, 50% female) was surveyed to explore how these factors interacted in the unprecedented educational context using standardised measures. Measures include, Student Subjective Well-Being Questionnaire, Cooperative Learning Scale, and Academic Motivation Scale. Data was obtained using online and paper-based survey and analysed psychometrically, descriptively, and analytically using SPSS v23. The findings revealed significant correlations and predictions, with cooperative learning (R2=0.78) showing a strong association with academic motivation compared to subjective well-being (R2 =0.22). Conversely, intrinsic and extrinsic motivation exhibited a strong correlation with[1] subjective well-being (r=0.70, r=0.57 respectively), emphasizing the impact of students' emotional states on their academic drive. These findings are consistent with existing literature and provide valuable insights into the relevance of cooperative learning and well-being in influencing academic motivation, particularly in the context of the COVID-19 pandemic. These findings can inform the development of evidence-based strategies to enhance academic motivation and engagement among Pakistani students. Leveraging cooperative learning and promoting subjective well-being emerge as potential approaches to address the challenges posed by the pandemic and foster positive academic outcomes.