Students who reported low preceived competency had trouble maintaining their physical and mental wellbeing. Some said they felt anxious in their situations, and that the school work load was difficult to focus on. It is very likely that the isolation caused by COVID-19 safety guidelines affected academic achevement disproportionately in students with poor mental health. 

Grinnell College

A variety of factors affect self-regulation, which makes it difficult to determin exactly what combination of traits makes a person successful. Some aspects are 
- high intrinsic motivation
- perceived competence (SDT)
- perceived autonomy (SDT)
- social relatedness, i.e. willingness to ask for support (SDT)
- good Self Regulated Learning Strategies
- low passive procrastination levels

Successful self-regulation in distanced learning

As the stress and the isolation of the pandemic begin to produce negative effects on people's mental well-being, there have been many different efforts to adapt the delivery of mental health care to the demands of COVID-19, 

Mental Health Care and Covid-19

Pelikan, K., Luftenegger, M., Holzer, J., Korlat, S., Spiel, C. & Schober, B. (2021). Learning during COVID-19: the role of self-regulated learning, motivation and procrastination for perceived competence. Z Erziehwiss, 1-26. doi: 10.1007/s11618-021-01002-x

Learning during COVID-19: the role of self-regulated learning, motivation and procrastination for perceived competence

Pelikan et al. (2021) said that students who were higher preformers showed high social relateness and willing to ask questions to their teachers. This was credited as a intrinsic difference of the students. However, in an American context there are racial and SES differences between which students will ask for help. People of higher SES or people who feel represented by their teachers (latinx teacher for a latinx student, etc) are more likely to ask questions or get clarification. This study never mentioned the demographics of their participants besides average age (M = 14.56) and gender (37.9% boys, 61.6% girls, 0.5% diverse). This study was also done in Austria, so  there might be different group effects, but I would still expect some type of group affect.

Social Relatedness issue

Lack of contact or support from teachers was talked about by students as being one of the larger issues during distanced learning. They reported missing face-to-face communication, especially when they needed clarification on instructions or more examples for new content. Low levels of social relatedness was attributed to lower academic achevement in middle and high school students.

They experienced difficulty with 
- delayed responces
- lack of feedback
- not knowing if their work was sufficient

Social relatedness when teaching during COVID

Self-regulation and Mental Health during covid-19

•	United States of America

•	Latin America


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