Psychological aspects of distance learning: motivation, self-organisation and support for students
DOI:
https://doi.org/10.31649/2524-1079-2025-10-1-026-032Keywords:
distance learning, motivation, self-organisation, time management, self-regulation, psychological support, stress, communication, emotional well-being, educational process, digital technologiesAbstract
The article deals with the psychological aspects of distance learning, in particular, its impact on students' motivation, self-organisation and psychological support. The factors that determine the level of students' motivation in the distance learning format, including internal and external incentives for learning activities, are described. It is noted that self-organisation, including time management, self-control and self-regulation skills, is a key component of successful mastering of educational material in the context of distance learning. Particular attention is paid to the importance of psychological support for students from teachers, family and peers, which helps to reduce stress, increase motivation and create a sense of community. It is emphasised that self-organisation skills allow students to plan their study time more effectively and follow the curriculum. At the same time, timely psychological support helps to prevent emotional burnout and maintains a positive attitude necessary for productive learning. The need to develop effective methods for maintaining the psychological well-being of students in distance learning is emphasised. It is concluded that an integrated approach to student support, which covers motivational, organisational and psychological aspects, will help to improve the efficiency of the educational process. In particular, it is important to introduce interactive tools to support communication and feedback between teachers and students. It is also advisable to expand access to psychological counselling and stress management training for students studying remotely. Prospects for further research are outlined, including the study of the impact of digital technologies, the long-term psychological consequences of distance learning, and the development of adaptive educational models for different categories of students.
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