Assessing the relationship of virtual and face-to-face teaching on adolescence motivation depends on self-esteem and procrastination

Pandemics have a substantial effect on education, forcing the teaching mode from traditional to virtual online mode, and there is even a need to use mixed teaching mode to support inadequate teaching periods at school. Even a professional teacher, encouraging students to learn is always a difficult issue. Therefore, this study focuses on examining the effect of teaching mode on motivation and also the relationship between motivation, self-esteem, and procrastination. Previous research showed an inverse relationship between these three constructs. For instance, motivation is usually negatively related to procrastination, while a study argues that it depends on critical factors. This study verified the effect of teaching mode and the relationship between the constructs. The study sample included 73 adolescents aged 18 to 25 in Hong Kong. Participants are asked to fill out a questionnaire that consists of three scales: the Situational Motivation Scale, Rosenberg Self-esteem Scale, and General Procrastination Scale. Pearson Correlation and multiple regression analysis were used to examine the associations of motivation, self-esteem and procrastination. It was found that teaching mode has a significant extrinsic but not intrinsic effect on motivation. It also showed a significant correlation between procrastination and self-esteem, while an insignificant association was found between motivation towards procrastination and self-esteem. The educational implication of this study is to encourage teachers to help build self-confidence of students to reduce their procrastinating behaviors.