Learning conditions during COVID-19 school context (SUF edition)

Full edition for scientific use. The study "Learning conditions during COVID-19 school context" of the University of Vienna consists of two phases: Phase I, conducted between April and June 2020, and phase II, conducted between November 2020 and May 2021. Phase I contains three measurement points with pupils. In phase II, the first measurement point addressed pupils, the second measurement point addressed pupils, teachers, parents, and school principals. In total, 50190 pupils, 1348 parents, 1022 teachers, and 169 school principals participated in the study. All datasets are cross-sectional in nature. The first phase of the project focused on the role of basic psychological needs and self-regulated learning for positive affect and intrinsic motivation during the pandemic. The second phase expanded its scope including resilience factors (self-efficacy, personality traits, support) as well as perceived overload in target group's functioning in times of COVID-19. The nature of the variables in all datasets is numerical.供科研使用的完整版数据集。维也纳大学开展的研究《新冠疫情背景下的校园学习环境（Learning conditions during COVID-19 school context）》包含两个研究阶段：第一阶段实施于2020年4月至6月，第二阶段实施于2020年11月至2021年5月。第一阶段包含三次针对学生的测量节点。第二阶段的首次测量节点针对学生，第二次测量节点则覆盖学生、教师、家长与学校校长。本研究总计纳入50190名学生、1348名家长、1022名教师及169名学校校长参与。所有数据集均为横断面研究设计。本项目第一阶段聚焦于疫情期间基本心理需求与自我调节学习对积极情绪及内在动机的作用机制。第二阶段则拓展了研究范畴，纳入韧性因素（自我效能感、人格特质、社会支持）以及新冠疫情期间目标群体功能运转中的感知过载情况。所有数据集内的变量均为数值型变量。