Chapitre D'ouvrage Année : 2026

Vocational Students’ Self-Regulated Learning During the First COVID-19 Lockdown: The Complex Role of Needs-Supportive Teaching Practices and Student Self-Evaluation of Competence.

Résumé

Abstract The year 2020 has left its mark. Across the globe, the COVID-19 period has had lasting effects and exacerbated school inequalities. In this unprecedented situation, we examined the resources available to students during the first lockdown in March 2020, with data collected through the ProFAN program in over 100 French vocational high schools. This chapter focuses on key contextual and individual resources that can promote self-regulation. These include students’ perceptions of needs-supportive teaching practices designed to promote autonomy, competence and relatedness as well as student’s actual and perceived vocational competence. Teaching practices and student perceived vocational and actual competence were measured before the lockdown, and self-regulation was measured during the lockdown. This study addresses three research questions: (1) Which aspects of needs-supportive teaching most contributed to self-regulation? (2) Did students’ self-evaluations of vocational competence act as resources for self-regulation? (3) How did students’ perceptions of needs-supportive teaching practices and their self-evaluations of competence interact with self-regulation? A total of 4,327 students participated in this study. Using a cubic polynomial approach in RSA tools, three key findings emerged. First, perceived autonomy support was the only consistently beneficial factor for self-regulation. Second, students who underestimated their abilities struggled most with self-regulation, while those who overestimated them reported the greatest ease in self-regulation. Finally, although self-regulation was highest for students experiencing both high self-perceptions and high autonomy support, autonomy support played a compensatory role for students with low self-perceptions of competence. In conclusion, these results open up avenues of reflection for better handling of students with unrealistic negative self-perceptions.

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Dates et versions

hal-05593689 , version 1 (16-04-2026)

Identifiants

Citer

Pascal Pansu, Fernando Núñez-Regueiro, Anne-Laure De Place, Thérèse Bouffard, Pascal Bressoux, et al.. Vocational Students’ Self-Regulated Learning During the First COVID-19 Lockdown: The Complex Role of Needs-Supportive Teaching Practices and Student Self-Evaluation of Competence.. Motivation and Achievement During and After the COVID-19 Pandemic, 1, Emerald Publishing Limited, pp.143-171, 2026, ⟨10.1108/S0749-742320260000023007⟩. ⟨hal-05593689⟩
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