Promoting Sustainable Learning in the Post-Pandemic Era: Focused on the Role of Motivation, Growth Mindset, Self-Regulated Learning, Well-Being, and Smart Device Utilization

Abstract

The COVID-19 pandemic has brought unprecedented changes to the education system, forcing students to adapt to new ways of learning and increasing their reliance on smart devices. This has raised questions about the impact of smart device utilization on various factors related to student learning, including motivation, growth mindset, self-regulation, and well-being, which we aim to explore. A systematic literature review was conducted for analysis. In particular, it seeks to identify the challenges and opportunities arising from the increased use of smart devices for learning, and to examine the potential impact of smart device use on students’ motivation, mindset, and well-being. This paper examines intrinsic motivation, self-regulation, social cognition, and emotion. Existing research will be utilized to investigate variables related to learning motivation, including cognitive factors and emotions. Finally, this paper will examine the relationship between well-being and academic success and the potential impact of smart device usage on student well-being. In conclusion, to support learning motivation and well-being, it is important for educators to promote a growth mindset and to monitor changes in device use to assess their impact on student outcomes. By taking these actions, educators can help students develop the skills and resilience needed to succeed in these new learning environments and succeed in the future.

1. Introduction

The COVID-19 pandemic has brought significant changes to the way students and educators approach learning. With the shift to remote and hybrid learning, there is a growing need to explore factors that can impact learning motivation and well-being in this new context. This review paper aims to explore the complex interplay between learning motivation, growth mindset, self-directed learning, well-being, and smart device utilization in the post-pandemic era. By examining the theoretical background and existing research on these factors, we can better understand how to support student success in these challenging times. By considering the interplay between these factors, we can better understand how to promote learning motivation and well-being in the post-pandemic era. The purpose of the study is to explore the relationship between five key factors in the post-pandemic era: learning motivation, growth mindset, self-directed learning, well-being, and smart device utilization. The study aims to investigate how these factors affect individuals’ ability to learn and adapt to the changing environment brought about by the pandemic. The study is necessary, because the pandemic has drastically altered the way we learn, work, and interact with each other. With the shift to remote learning and work, individuals are facing new challenges that require them to be more self-directed, motivated, and adaptable. Additionally, the increased use of smart devices has the potential to impact individuals’ learning and well-being. Therefore, understanding the relationship between these factors is crucial for developing effective strategies to support individuals’ learning and well-being in the post-pandemic era.

In order to learn, it works differently depending on the individual, but to make learning more interesting and successful, you need the appropriate motivation. Intrinsic motivation, self-regulated learning, social cognition, and emotion, which constitute the mechanism of learning motivation, can be said to be appropriate factors that increase learning motivation and explain it. The learning motivation refers to the desire or drive to learn new information, acquire new skills, or develop new behaviors. It is a crucial factor that influences a learner’s engagement, persistence, and achievement in educational settings. Motivation to learn can be influenced by a variety of factors, including personal interest, relevance, social support, and intrinsic or extrinsic rewards [1]. Several theories have been proposed to explain learning motivation. It is based on self-determination theory, social cognitive theory, and expected value theory. According to this theory, there are three types of motivation: intrinsic motivation, extrinsic motivation, and amotivation [1]. Finally, the expectation value theory is proposing that motivation is determined by an individual’s expectations for success and the perceived value of the task or goal [2]. In this regard, growth mindset is a concept developed by Carol Dweck [3] that refers to the belief that one’s abilities and intelligence can be developed and improved over time through hard work, dedication, and the willingness to learn from failures and mistakes. Individuals with a growth mindset tend to embrace challenges, persist in the face of obstacles, and see effort as a path to mastery. This mindset has been linked to increased resilience, motivation, and achievement. Growth mindset refers to the belief that intelligence and abilities can be developed through effort and learning, rather than being fixed traits. This mindset has been linked to higher academic achievement and greater resilience in the face of challenges [3]. Research has shown that interventions designed to promote a growth mindset can lead to improved academic performance, increased motivation, and greater resilience in the face of challenges [3,4,5]. The growth mindset has also been associated with greater creativity, innovation, and risk-taking in the workplace [6]. Self-regulated learning (SRL) is a process through which learners actively monitor, regulate, and control their cognition, motivation, and behavior in order to achieve learning goals. The theoretical foundation of SRL draws upon various psychological theories, including social cognitive theory, metacognition theory, and self-determination theory [7]. Social cognitive theory emphasizes the role of self-efficacy, or the belief in one’s ability to succeed, in SRL. According to this theory, learners who have high self-efficacy are more likely to engage in SRL behaviors and persist in the face of challenges. Metacognition theory focuses on the importance of learners’ awareness and control of their own thinking processes. SRL involves metacognitive processes such as planning, monitoring, and evaluating learning progress. Self-determination theory emphasizes the importance of learners’ autonomy, competence, and relatedness in their motivation to engage in SRL [8]. Well-being refers to the state of being happy, healthy, and prosperous. It encompasses physical, mental, and social aspects of life, and is generally viewed as a multidimensional construct. The concept of well-being has been studied across different fields of inquiry, including psychology, sociology, economics, and philosophy [9]. There are different theoretical perspectives on well-being, each emphasizing different aspects of the concept. The hedonic perspective, for example, focuses on pleasure and happiness as the ultimate goals of well-being [10]. The eudaimonic perspective, on the other hand, emphasizes the pursuit of meaning and self-realization as the keys to well-being [11]. Well-being is a multifaceted concept that includes physical, emotional, and social aspects. In the context of learning, it can impact academic achievement, engagement, and retention [12,13]. Constant and accelerating change characterizes contemporary human systems, our everyday lives, and the environment. Resilience thinking has become one of the major conceptual tools for understanding and dealing with change. It is a multi-scalar idea that refers to the capacity of individuals and human systems to absorb disturbances and reorganize their functionality while undergoing a change. Based on the evolving new digital technologies, there is a pressing need to understand how these technologies could be utilized for human well-being, sustainable lifestyles, and a better environment. This calls for analyzing different scales and types of resilience in order to develop better technology-based solutions for human-centered development in the new digital era [14,15,16].

Finally, smart device utilization refers to the ways in which students use technology to support their learning. While smart devices can offer many benefits, such as flexibility and access to resources, they can also have negative impacts on student well-being and distract from learning [17]. Smart device utilization refers to the use of devices that are connected to the internet and can be controlled through apps or other digital interfaces. Smart devices include smartphones, tablets, smartwatches, and other internet-connected devices such as home appliances, home security systems, and thermostats. Smart device utilization has become increasingly prevalent in modern society, with many people using these devices for a variety of purposes, including communication, entertainment, and productivity. There are various theoretical perspectives on the implications of smart device utilization for individuals and society. One perspective emphasizes the potential benefits of these devices, such as increased convenience, improved communication, and enhanced productivity. Another perspective highlights the potential risks associated with excessive use of smart devices, such as social isolation, addiction, and decreased physical activity. The concept of smart device utilization has been studied across different fields, including psychology, communication studies, and information science. Research has examined the effects of smart device utilization on various outcomes, such as mental health, social relationships, and academic performance. One study found that excessive use of smartphones was associated with symptoms of depression and anxiety among college students [18].

While there is limited research specifically examining the relationships between growth mindset, well-being, self-regulated learning, and smart device utilization, there are some relevant studies that can shed light on these topics. One study found that having a growth mindset was associated with higher levels of well-being, including greater life satisfaction and positive emotions [5]. Another study found that individuals who were high in growth mindset were more likely to seek out challenges and engage in goal-directed behaviors, which could contribute to their well-being [19]. Regarding smart device utilization, research has found that excessive use of these devices can be detrimental to individuals’ well-being. For example, one study found that excessive use of smartphones was associated with symptoms of depression and anxiety [20]. Other studies have found that frequent use of social media and other digital technologies can contribute to social comparison, which can negatively impact well-being [20]. However, there is also evidence that smart device utilization can have positive effects on well-being. For example, one study found that using fitness tracking apps was associated with increased physical activity and improved health outcomes [21,22]. Other research has found that smart devices can enhance social connectedness and provide support for individuals who may otherwise be socially isolated [23,24,25,26]. Overall, the literature suggests that growth mindset may be associated with higher levels of well-being, while excessive smart device utilization may be detrimental to well-being. However, there is also evidence that smart devices can have positive effects on well-being, particularly when used for health and social purposes. Additionally, this study is very important in the current educational environment. Addionally, It sheds light on the crucial role of motivation and growth mindset in fostering sustainable learning practices. The unique focus on the relationship between self-regulated learning, well-being, and smart device utilization adds a fresh dimension to the discourse on sustainable learning. This paper contributes original insights to the field and paves the way for informed strategies to enhance learning outcomes in a sustainable manner.

2. Materials and Methods

2.1. Search Strategy

Intended to integrate and critically evaluate the literature, this narrator review was conducted to investigate learners’ motivations for learning in post-pandemic learning and the use of smart devices. Although this review was a narrative literature review, we searched PubMed, Medline, Scopus, RISS, Research Gate and Google Scholar according to PRISMA guidelines: keyword; learning motivation; growth mindset; well-being, self-directed learning ability; Centered on Smart Device Utilization, it was supposed to predict the learning flow after the pandemic along with the historical background of the existing theory and previous studies on the correlation between variables. The literature search strategy and review process according to the PRISMA 2009 flow diagram are depicted in Figure 1.

2.2. Eligibility Criteria

Articles included in this review had to meet the following eligibility criteria: Study motivation, growth mindset, well-being, and smart device use were considered in the following studies in relation to post-pandemic learning tasks, learner motivation, and interventions in smart device use.

Inclusions: learners’ task performance, academic motivation, growth mindset, importance of well-being and smart device use, learners’ ability to learn with self-regulation in the learning environment, defense strategies for psychological well-being.

2.3. Screening Data Extraction

The criteria included consideration of different article types such as original research and articles, review articles, short communications, point of view and internet articles. There were no restrictions on publication date or language. The exclusion criteria are full text without raw data, full text without accessibility; papers, inappropriate topics, etc., are not relevant to the main focus of this review.

2.4. Risk of Bias Assessment

The methodological quality of the included studies was independently evaluated by all authors.

2.5. Study Selection and Data Extraction

Among the citations of the papers reviewed in the first search, additional references were identified through manual search, and the title and abstract were reviewed to evaluate eligibility. Articles that did not match the inclusion/exclusion criteria were excluded. Finally, all papers were reviewed to decide whether to include the rest of the papers, and papers that did not meet the criteria were excluded. The draft results were discussed among the co-authors, and the final version was approved by all. Results for 325 of a total of 412 papers included in this review are proposed under the following headings: “Intrinsic motivation, self-regulation, social cognitive factors, and emotions as mechanisms of learning motivation”, “Growth mindset and self-directed learning ability for cultivating motivational resilience”, “On well-being and academic success, smart devices utilization and student well-being”, “Limitations of current review and future work”. A total of 97 papers were selected in the final stage, and the publication dates ranged from 1999 to 2023. Figure 1 shows the PRISMA flowchart [27]. The model diagram of this study was organized as shown in Figure 2.

3. Results

3.1. Intrinsic Motivation, Self-Regulation, Social Cognitive Factors, and Emotions as Mechanisms of Learning Motivation

In order to learn, it works differently depending on the individual, but to make learning more interesting and successful, you need the appropriate motivation. Intrinsic motivation, self-regulated learning, social cognition, and emotion, which constitute the mechanism of learning motivation, can be said to be appropriate factors that increase learning motivation and explain it. Intrinsic motivation refers to the desire to engage in an activity for its own sake, rather than for external rewards or pressures. According to Self-Determination Theory (SDT), intrinsic motivation arises from the satisfaction of three basic psychological needs: autonomy, competence, and relatedness. When individuals feel that they have control over their own lives (autonomy), are able to master skills and tasks (competence), and feel connected to others (relatedness), they are more likely to be intrinsically motivated to learn. Research has shown that intrinsic motivation is associated with higher academic achievement, greater persistence in the face of challenges, and more positive attitudes toward learning. For example, a study by Deci, Koestner, and Ryan (1999) [28] found that providing extrinsic rewards for an intrinsically motivating activity (in this case, solving puzzles) actually decreased intrinsic motivation over time, because the rewards undermined the sense of autonomy and competence associated with the activity. Self-regulation refers to the ability to monitor and control one’s own behavior, thoughts, and emotions in order to achieve a desired goal. Social Cognitive Theory (SCT) emphasizes the role of self-regulation in learning and suggests that self-regulation is influenced by both personal factors (such as self-efficacy beliefs and outcome expectations) and environmental factors (such as feedback and social support). Research has shown that self-regulated learners are more likely to set challenging goals, persist in the face of difficulties, and engage in deep processing of information. For example, a study by Zimmerman and Schunk (2012) [29] found that students who were taught self-regulation strategies (such as goal setting, self-monitoring, and self-evaluation) improved their academic performance compared to a control group. Social cognitive factors refer to the ways in which individuals’ thoughts, feelings, and behaviors are influenced by their social environment. SCT emphasizes the role of observational learning and modeling in shaping behavior and suggests that individuals learn by observing and imitating others. Research has shown that social cognitive factors such as self-efficacy beliefs, outcome expectations, and goal orientation are strongly associated with learning motivation and academic achievement. For example, a study by Schunk and Pajares (2002) [30] found that self-efficacy beliefs (i.e., beliefs about one’s own ability to succeed) were a strong predictor of academic achievement, and that interventions aimed at improving self-efficacy had a positive impact on students’ academic performance. Emotions refer to the subjective experiences of positive or negative affect and are thought to play a powerful role in shaping motivation and behavior. The Control-Value Theory of Achievement Emotions (CVT) suggests that emotions are elicited by the degree of control that individuals perceive over their own achievement outcomes, as well as the value that they place on those outcomes. Research has shown that emotions such as anxiety, boredom, and enjoyment can have a significant impact on learning motivation and academic achievement. For example, a study by Pekrun et al. (2006) [31] found that students who experienced more positive emotions (such as enjoyment and pride) while learning were more likely to engage in deep processing of information and achieve higher levels of academic success. Additionally, the COVID-19 pandemic has had a significant impact on learning motivation, leading to a need for research on the mechanisms that underlie it. Four important mechanisms that have been studied are intrinsic motivation, self-regulation, social cognitive factors, and emotions. Intrinsic motivation refers to the drive to engage in an activity for its own sake, without external rewards or pressures. Research has shown that intrinsic motivation can be enhanced by promoting autonomy, competence, and relatedness. For example, a study by Bai et al. (2021) and Luo et al. (2021) [32,33] found that supporting students’ autonomy in online learning increased their intrinsic motivation during the pandemic. Self-regulation involves the ability to plan, monitor, and evaluate one’s own learning behaviors. A study by Hadwin and colleagues [34] demonstrated that self-regulated learning strategies, such as goal setting and self-monitoring, were associated with higher academic performance and motivation among college students during the pandemic. Social cognitive factors, such as self-efficacy and social support, can also influence learning motivation. For instance, a study by Aparicio and colleagues (2022) [35] showed that perceived social support and self-efficacy predicted students’ engagement and motivation in online learning during the pandemic. Finally, emotions play a critical role in learning motivation, with positive emotions such as enjoyment and interest promoting engagement and persistence. A study by Bai and colleagues (2021) [32] found that experiencing positive emotions during online learning was associated with higher motivation and academic performance among high school students during the pandemic. In 2022, another study focused on the role of intrinsic motivation in self-regulated learning: a meta-analysis review [36], a longitudinal study of social and cognitive factors contributing to student motivation and achievement [37]. Other studies conducted were a Study on the Dual-Process Model in the Role of Emotion in Learning Motivation [32], Self-Regulation and Achievement in Online Learning: The Role of Autonomy Support, Motivation, and Cognitive Strategies [38,39]. These studies provide insights into the mechanisms of learning motivation, including the role of intrinsic motivation, self-regulation, social and cognitive factors, emotions, and feedback. Overall, these studies highlight the importance of intrinsic motivation, self-regulation, social cognitive factors, and emotions as mechanisms of learning motivation in the context of the COVID-19 pandemic. Overall, these theoretical backgrounds and research findings suggest that a range of mechanisms are involved in learning motivation, including intrinsic motivation, self-regulation, social cognitive factors, and emotions. By understanding and addressing these mechanisms, educators and learners can work together to foster a more effective and enjoyable learning experience. These contents are presented in

Table 1. The main results of intrinsic motivation, self-regulation, social cognitive factors, and emotions as mechanisms of learning motivation.

Type of Study	Title	Key Finding	Reference
Research Article	A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation.	Intrinsic Motivation and Self-Regulated Learning Effects on Academic Achievement	[28]
Research Article	Achievement goals and discrete achievement emotions: a theoretical model and prospective test.		[31]
Research Article	Effective sustainability messages triggering consumer emotion and action: an application of the social cognitive theory and the dual-process model	Based on two theoretical underpinnings: social cognitive theory and the dual-process model, this study investigates whether different aspects of sustainability and message framing can persuade consumers to engage in sustainable behavior.	[39]
Research Article	Self-efficacy, task values, and growth mindset: What has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context?	Reported that the motivation factors of self-efficacy and task value for Asians were high in motivation and growth mindset in the writing achievement using the writing strategy in self-regulated learning.	[32]
Research Article	Students’ motivation and continued intention with online self-regulated learning: A self-determination theory perspective.	Continued intention to engage in online SRL is related to intrinsic and extrinsic motivation, provides empirical evidence for the appropriateness of the application of SDT in online SRL.	[33]
Review	Motivation and social cognitive theory	Theoretical Approaches to Intrinsic Motivation, Self-Regulation, Social Cognitive Factors and Emotions and Feedback.	[25]
Review	The role of self-reflection, emotional management of feedback, and self-regulation processes in self-directed leadership development.		[26]
Research Article	Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis		[37]
Research Article	Do self-regulated learning practices and intervention mitigate the impact of academic challenges and COVID-19 distress on academic performance during online learning?	Mitigated the impact of metacognitive challenges on motivation and SRL adaptation and buffered the impact of COVID.	[34]
Research Article	Effect of teacher autonomy support on the online self-regulated learning of students during COVID-19 in China: The chain mediating effect of parental autonomy support and students’ self-efficacy.		[38]
Review	Applying social cognitive constructs of motivation to enhance student success in online distance education	Discuss the realm of online education and academic motivation and, based on the findings of a literature review, to make suggestions on how to ensure student success in an online environment.	[24]
Research Article	The impact of an online gamified approach embedded with self-regulated learning support on students’ reading performance and intrinsic motivation: A randomized controlled trial.	Suggest that gamification leads to better morphological learning and integrates self-regulated learning with gamification to achieve an increase in students’ intrinsic motivation and a distance transfer effect on reading multisyllabic words.	[36]

.

3.2. Growth Mindset and Self-Regulated Learning for Cultivating Motivational Resilience

It is very important to understand the relationship between a growth mindset for cultivating motivational resilience and self-regulated learning ability. Growth mindset refers to the belief that intelligence and abilities can be developed through hard work, practice, and persistence, rather than being fixed traits that are set in stone. This theory was developed by psychologist Carol Dweck [3], who found that individuals who held a growth mindset were more likely to embrace challenges, persist in the face of obstacles, and ultimately achieve greater success. Research has shown that cultivating a growth mindset can have a positive impact on learning motivation and academic achievement. For example, a study by Blackwell, Trzesniewski, and Dweck (2007) [4] found that students who were taught about the concept of growth mindset and encouraged to adopt this mindset showed greater academic improvement compared to a control group. For example, a study by Pintrich and De Groot (1990) [40] found that students who were trained in self-regulated learning strategies (such as goal setting, self-monitoring, and self-evaluation) showed significant improvements in academic achievement compared to a control group. Motivational resilience is the ability to remain motivated and persistent in the face of challenges, setbacks, and obstacles. This concept emphasizes the importance of developing a positive mindset and active strategies to deal with adversity to stay motivated and reach your goals. This growth mindset and self-regulated learning have an absolute influence on learners’ motivation recovery. For instance, Yeager et al. (2016) [5] found that teaching a growth mindset to eighth graders mitigated gender, racial, and socioeconomic gaps in mathematics achievement. Meanwhile, Paunesku et al. (2015) [41] showed that mindset interventions were effective in treating academic underachievement, and Lin-Siegler et al. (2016) [42,43,44,45] demonstrated that learning about great scientists’ struggles increased high school students’ motivation to learn science. Other studies have examined the factors that predict children’s fixed and growth mindsets [46], the role of self-regulated learning in motivating students with low motivation [47], and the benefits of goal setting and self-regulation for young students [29]. Duckworth and Gross (2014) [48] also proposed the concept of grit as a related but distinct factor in success, emphasizing the importance of perseverance and passion for long-term goals. By focusing on these key factors, educators and learners can work together to create a more positive and effective learning experience. Self-directed learning refers to an individual’s ability to take responsibility for their own learning process, set goals, and actively engage in learning activities. In the context of e-learning systems, self-directed learning plays a crucial role in sustaining the adoption of these systems. The self-directed learning plays a crucial role in the continuous introduction and usage of e-learning systems. It fosters motivation, personalization, autonomy, and continuous improvement, all of which contribute to sustained adoption and usage of e-learning platforms [49,50]. It is also the COVID-19 pandemic that has brought significant changes to the education landscape, leading to the need for new approaches to support students’ motivation and resilience in learning. A study by Bai et al. (2021) [34] investigated the role of self-regulated learning in developing growth mindset and academic motivation in high school students. The results showed that self-regulated learning was positively associated with both growth mindset and academic motivation, suggesting that promoting self-regulated learning could help cultivate motivational resilience. A study by Jiang et al. (2023) [51] examined the relationship between growth mindset, self-regulated learning, and academic achievement in Chinese university students. The findings revealed that both growth mindset and self-regulated learning were positively associated with academic achievement, highlighting the importance of promoting these two factors in supporting students’ academic success. A study by Esparragoza (2021) [52] investigated the effectiveness of a growth-mindset intervention combined with self-regulated learning strategies in improving students’ academic achievement and motivational resilience. The results showed that the intervention was effective in increasing students’ growth mindset, self-regulated learning, and academic achievement, suggesting that combining these two approaches may be a promising way to enhance students’ motivational resilience. A study by Bai (2021) [32] explored the role of teacher feedback in promoting growth mindset and self-regulated learning in elementary school students. The findings showed that providing feedback that focused on effort and process rather than ability was associated with greater growth mindset and self-regulated learning, highlighting the importance of feedback in fostering these two factors in students. It also suggests that growth mindset and self-regulated learning are important factors in cultivating motivational resilience and improving academic achievement, and that interventions aimed at promoting growth mindset and self-regulated learning may be effective in improving student motivation, engagement, and academic performance [53,54,55,56,57]. Overall, these studies highlight the potential benefits of promoting growth mindset and self-regulated learning in educational settings to enhance students’ motivational resilience and academic success.

Table 2. The main results of studies on growth mindset and self-regulated learning for cultivating motivational resilience.

Type of Study	Title	Key Finding	Reference
Research Article	Motivational and self-regulated learning components of classroom academic performance.	In learning, cognitive strategies of self-regulated learning are used, and there are individual differences in intrinsic motivation factors.	[40]
Research Article	Mind-Set Interventions are a Scalable Treatment for Academic Underachievement.	Academic mindset intervention is needed in the student process, which is related to motivation and influences educational reform.	[41]
Research Article	Even Einstein Struggled: Effects of Learning about Great Scientists’ Struggles on High School Students’ Motivation to Learn Science.	Provides growth mindset and purposeful intervention through online modules	[42]
Research Article	What predicts children’s fixed and growth intelligence mindsets? Not their parents’ views of intelligence but their parents’ views of failure.	In the children’s intellectual thinking style, in the failure mindset test that parents have in their children, learning and children tend to have a fixed mindset in intelligence.	[46]
Research Article	Relationships between Self-Regulated Learning Strategies, Learning Motivation and Mathematics Achievement.	Revealed statistically positive relationships of self-regulated learning with intrinsic motivation, extrinsic motivation, task value, control of learning beliefs, self-efficacy and academic achievement.	[47]
Review	The positivity workbook for teens: Skills to help you increase optimism, resilience, and a growth mindset	A growth mindset is adjusting to improve self-learning.	[44]
Research Article	The Positive Effects of Growth Mindset on Students’ Intention toward Self-Regulated Learning during the COVID-19 Pandemic: A PLS-SEM Approach.		[51]
Review	What can be learned from growth mindset controversies?		[45]
Review	The neuroscience of growth mindset and intrinsic motivation.	Outlines the potential of neuroscience research in education, drawing on theories of growth mindset and intrinsic motivation, along with modern ideas in neuroscience.	[43]

presents the growth mindset and self-directed learning ability for cultivating motivational resilience.

3.3. On Well-Being and Academic Success, Smart Devices Utilization and Student Well-Bing

Well-being and Academic Success: Well-being refers to a state of physical, mental, and emotional health and happiness, and it is increasingly recognized as an important factor in academic success. Theories such as self-determination theory and positive psychology highlight the importance of promoting well-being in order to enhance motivation, engagement, and achievement. Research has shown that promoting well-being can have a positive impact on academic success. For example, a study by Suldo, Shaunessy, and Hardesty (2008) [58] found that students who reported higher levels of life satisfaction and positive affect also reported higher levels of academic achievement.

Use of Smart Devices utilization and Student Well-being: The use of smart devices (such as smartphones, tablets, and laptops) has become increasingly common among students, but there is growing concern about the potential negative impact on well-being. Theories such as social cognitive theory and self-regulation theory suggest that the use of smart devices can have both positive and negative effects on behavior and well-being, depending on factors such as the nature of the device use and individual differences in self-regulation. Research on the relationship between smart device use and student well-being is mixed. Some studies have suggested that excessive device use is associated with negative outcomes such as poor sleep quality, increased stress, and lower academic achievement (e.g., Lee et al., 2014 [59]; Lepp et al., 2014 [18]). However, other studies have found no significant relationship between device use and well-being (e.g., Rosen et al., 2014 [17]). Overall, it appears that the relationship between smart device use and student well-being is complex and context dependent. While there may be some negative effects associated with excessive use, there may also be opportunities for positive effects if smart devices are used in ways that promote engagement, motivation, and learning. Due to changes in the learning environment after COVID-19, students’ growth is giving well-being through more effort than conventional methods in online learning and evaluation and flexibility in online learning evaluation [60,61,62]. Another study reported that students’ academic success was related to well-being regarding the effect of teachers’ self-efficacy on students after COVID-19 [63]. In addition, the main aspects of adolescents’ social media use and social–emotional well-being were discussed, and the benefits of using smart media properly in the context of the COVID-19 pandemic were explained [64,65]. Various studies have been conducted, such as studies on the effects of social cognitive factors and intrinsic motivation in online learning environments, studies on the mediation of emotions in self-regulation and learning motivation in online learning during COVID-19, and intrinsic motivation and emotional regulation [66,67,68,69]. After COVID-19, motivation for learning is happening through interaction through various cultures and the usefulness of digital, and learning motivation is diverse in problems between teachers and students, and it also affects learning materials and strategies. This is a change in the integrated form of learning motivation, including the strategic form of learning, in a simple face-to-face relationship with the teacher [70,71].

Table 3. The main results of this study details on well-being and academic success, smart devices utilization, and student well-being.

Type of Study	Title	Key Finding	Reference
Research Article	Teachers’ Autonomy-Supportive Behaviors and Learning Strategies Applied by Students: The Role of Students’ Growth Mindset and Classroom Management in Low-SES-Context Schools.	Self-regulated learning, well-being, and stress reduction due to motivation play a positive role in academic outcomes.	[57]
Review	Relationships among school climate, school safety, and student achievement and well-being: a review of the literature		[72]
Research Article	Relationships among stress, coping, and mental health in high-achieving high school students		[58]
Research Article	Motivational and self-regulated learning components of classroom academic performance		[40]
Review	Racial/ethnic discrimination and well-being during adolescence: A meta-analytic review.		[61]
Research Article	Online learning and assessment during the COVID-19 pandemic: exploring the impact on undergraduate student well-being.	During the COVID-19 pandemic, differences in learning change, motivational factors, and factor-specific effects of SDT play a positive role in interpreting the relationship between learning through smart media and the positive role on academic results for learning.	[60]
Research Article	Teachers’ self-efficacy, mental well-being and continuance commitment of using learning management system during COVID-19 pandemic: a comparative study of Pakistan and Malaysia.	During the COVID-19 pandemic, differences in learning change, motivational factors, and factor-specific effects of SDT play a positive role in interpreting the relationship between learning through smart media and the positive role on academic results for learning. SRL is related to perceived value motivation and acts as a positive factor for the role of smart media in e-learning.	[63]
Research Article	The rise of wearable devices during the COVID-19 pandemic: A systematic review.		[64]
Research Article	Reexamining social media and socioemotional well-being among adolescents through the lens of the COVID-19 pandemic: A theoretical review and directions for future research.		[65]
Research Article	E-learning programs in executive education: effects of perceived quality and perceived value on self-regulation and motivation.		[66]
Review	The association between green space and adolescents’ mental well-being: a systematic review		[68]
Research Article	Motivation from a self-regulated learning perspective: Application to school psychology.	From a self-regulated learning perspective, an understanding of how motivation develops within and outside of academic tasks and contexts and the digital learning environment, taking into account the role of the learner’s experience of motivation in the learner’s context.	[67]
Research Article	Effects of Pedagogical Agents on Learners’ Knowledge Acquisition and Motivation in Digital Learning Environments.	From a self-regulated learning perspective, an understanding of how motivation develops within and outside of academic tasks and contexts and the digital learning environment, taking into account the role of the learner’s experience of motivation in the learner’s context. Negative effects of excessive use of smart devices on well-being.	[69]
Review	A longitudinal study of changes in smart phone addiction and depressive symptoms and potential risk factors among Chinese college students	From a self-regulated learning perspective, an understanding of how motivation develops within and outside of academic tasks and contexts and the digital learning environment, taking into account the role of the learner’s experience of motivation in the learner’s context. Negative effects of excessive use of smart devices on well-being.	[73]

shows the research on well-being, academic achievement, smart device use, and student well-being.

3.4. Focused on the Impact of e-Learning in the Post-Pandemic Era

The impact of e-learning on learning motivation and smart media utilization in the post-pandemic era can be significant. Here are some ways in which e-learning can influence these factors: (1) Increased Access and Convenience: E-learning provides increased access to educational resources and opportunities, allowing learners to engage in learning anytime and anywhere. The flexibility and convenience of e-learning can enhance learning motivation, as students have the freedom to learn at their own pace and in their preferred environment [72,73]. Smart media utilization becomes integral to e-learning, as learners can access course materials, interactive multimedia content, and collaborative tools through digital devices [74,75]. (2) Personalization and Adaptive Learning: E-learning platforms often incorporate personalized learning features and adaptive learning technologies. Personalization tailors the learning experience to individual learners’ needs, interests, and learning styles. Adaptive learning systems adjust the content and delivery based on learners’ performance and progress. These elements enhance motivation by providing relevant and targeted learning experiences through smart media utilization [76,77]. (3) Interactive and Engaging Learning Experiences: E-learning can offer interactive and engaging learning experiences through the use of multimedia, simulations, gamification, and virtual reality. Smart media utilization enables learners to actively participate, explore, and manipulate content, which can enhance motivation. The interactive nature of e-learning can create a more immersive and enjoyable learning environment, leading to increased engagement and motivation [78]. (4) Collaborative Learning Opportunities: E-learning platforms often facilitate collaborative learning through discussion boards, online forums, virtual group projects, and video conferencing tools. Smart media utilization enables learners to connect and collaborate with peers, instructors, and experts remotely. Collaborative learning fosters social interaction, peer support, and the exchange of ideas, which can enhance motivation and a sense of belonging within the virtual learning community [79]. (5) Enhanced Feedback and Assessment: E-learning platforms can provide timely and constructive feedback, enabling learners to track their progress and identify areas for improvement. Smart media utilization allows for immediate feedback through automated assessment tools and personalized feedback from instructors [80]. The availability of feedback and assessment mechanisms can increase motivation by providing learners with clear goals, recognition of their achievements, and opportunities for growth. However, it is important to note that e-learning may also present challenges to learning motivation and smart media utilization. Factors such as technical issues, digital divide, feelings of isolation, and increased self-discipline requirements may impact motivation in some cases. As such, the role of self-regulated learning, or self-directed learning, in the continued adoption and use of e-learning systems appears to be emphasized. In enhanced motivation, self-directed learners tend to have higher levels of motivation and greater desire to engage in e-learning systems. They have an intrinsic motivation to acquire knowledge and skills, which leads to continued use of e-learning platforms. Self-directed learning in personalized learning experiences allows individuals to personalize their learning experience according to their specific needs and preferences. You can choose the pace, content, and resources that best suit your learning style, resulting in a more satisfying and effective learning experience. In autonomy and empowerment, self-directed learners have autonomy and control over the learning process. They have the power to make decisions about what, when, and how to learn, which contributes to their continued engagement with the e-learning system. In continuous improvement, self-directed learners are more likely to engage in reflective practices such as self-assessment and goal setting that promote continuous improvement. By monitoring your progress and adjusting your learning strategy, you can overcome challenges and maintain your commitment to using the e-learning system. Overall, self-directed learning plays an important role in the continued adoption and use of e-learning systems. This promotes motivation, personalization, autonomy, and continuous improvement, all of which contribute to the continued adoption and use of e-learning platforms [81,82,83]. Therefore, it is crucial for educators and institutions to design and implement e-learning environments that prioritize learner engagement, social interaction, and effective use of smart media to promote motivation and positive learning experiences in the post-pandemic era. In addition, when considering the impact of learning motivation and results in e-learning, it is important to analyze the benefits of both face-to-face and non-face-to-face approaches. This is because, in face-to-face education, it brings a different form of class that needs to fill the teacher’s vacancy by applying smart media utilization in non-face-to-face as well as interaction with teachers. Therefore, it can be said that it is an important point to prevent an increase in the amount of learning and achieve autonomous learning motivation by reducing stress in learning and conducting self-directed learning [84]. Regarding online community and collaboration, non-face-to-face e-learning often includes virtual forums, chat rooms, or discussion boards where learners can interact and collaborate with their peers. This creates opportunities for knowledge sharing and collaborative problem-solving [85]. Both face-to-face and non-face-to-face e-learning have their advantages and can effectively contribute to learning motivation and results. The choice between the two modes depends on various factors, such as learner preferences, accessibility, course objectives, and available resources. Combining elements of both modes, such as blended learning approaches, can also be beneficial in providing a well-rounded learning experience. In summary, e-learning can stimulate student motivation through its flexibility, personalization, engaging technological features, and opportunities for self-directed learning. However, the lack of social connection compared to face-to-face settings can pose challenges for some students. Creating supportive online communities, fostering peer interaction, and providing strong instructor support are strategies that can help mitigate the impact of reduced social connection and maintain student motivation in e-learning environments.

3.5. Practical Implications

This paper holds significant importance in the current educational landscape.

First, addressing a Timely and Critical Issue in the COVID-19 pandemic has disrupted education worldwide, leading to a significant shift towards remote and online learning. In this post-pandemic era, there is a pressing need to explore effective strategies that promote sustainable learning. This paper directly addresses this timely and critical issue, focusing on key factors such as motivation, growth mindset, self-regulated learning, well-being, and the role of smart device utilization. By examining these factors and their interplay in the context of post-pandemic learning, the paper provides valuable insights to educators, policymakers, and researchers [86].

Second, the Comprehensive and Multidisciplinary Approach is the paper that covers a broad range of topics related to sustainable learning, encompassing motivation, growth mindset, self-regulated learning, well-being, and the role of smart device utilization. This multidisciplinary approach is essential, as it recognizes the interconnectedness of various factors influencing learning outcomes. By considering multiple dimensions, the paper offers a holistic perspective, enabling a deeper understanding of the complex dynamics involved in post-pandemic learning environments [87].

Third, Integration of Theory and Practice is the paper that integrates theoretical frameworks from fields such as educational psychology, motivation theory, and learning sciences. By grounding the discussion in established theories and models, it provides a solid foundation for the research. Furthermore, the paper goes beyond theory by exploring practical implications and interventions to promote sustainable learning. This integration of theory and practice enhances the paper’s relevance and applicability to real-world educational settings [88].

Fourth, regarding the Examination of Underexplored Areas while individual components such as motivation, growth mindset, self-regulated learning, and well-being have been studied extensively, the paper’s originality lies in its focus on the post-pandemic context. The specific examination of these factors within the unique challenges and opportunities of remote and online learning environments represents an underexplored area. By shedding light on these aspects, the paper contributes to filling the existing research gaps and expands our knowledge in this evolving educational landscape [89].

Fifth, Insights into Smart Device Utilization is with the increasing prevalence of smart devices, and exploring their role in promoting effective learning experiences is crucial. This paper specifically investigates the role of smart device utilization in post-pandemic learning. By examining the potential benefits and challenges associated with smart de-vices and suggesting strategies for their integration, the paper offers practical guidance to educators on leveraging technology to enhance learning outcomes [90].

4. Discussion

The COVID-19 pandemic has had a significant impact on education, leading to changes in the ways that students and educators use technology to support learning. As a result, it is important to consider how factors such as growth mindset, well-being, and smart device use may influence learning motivation and outcomes in the post-pandemic era.

Growth Mindset and Learning Motivation: Growth mindset refers to the belief that one’s abilities can be developed through effort and perseverance. This mindset has been linked to greater motivation, engagement, and achievement in various educational contexts [3]. In the post-pandemic era, promoting a growth mindset may be particularly important for fostering learning motivation and resilience. As students navigate the challenges of remote and hybrid learning, they may encounter setbacks and obstacles that can undermine their confidence and motivation. By promoting a growth mindset, educators can help students see these challenges as opportunities for growth and development rather than insurmountable barriers.

Well-Being and Smart Device Use: The use of smart devices for learning has become more prevalent in the post-pandemic era, as students and educators have had to adapt to remote and hybrid learning environments. However, concerns have been raised about the potential negative impact of excessive device use on student well-being, including issues such as sleep disturbances, eye strain, and social isolation [18,73]. To address these concerns, it may be important to promote healthy and balanced use of smart devices for learning. For example, educators can encourage students to take breaks from screen time, engage in physical activity, and practice mindfulness techniques to reduce stress and promote well-being. Additionally, educators can model healthy device use behaviors themselves, such as by setting clear boundaries around work hours and avoiding checking email or messages outside of these hours.

Changes in Smart Device Use and Learning Motivation: The shift to remote and hybrid learning in the post-pandemic era has also led to changes in the ways that students use smart devices for learning. For example, students may be using smart devices for longer periods of time or engaging in different types of activities (e.g., online discussions, collaborative projects). It is unclear how these changes in smart device use may be affecting learning motivation and outcomes. However, it is important for educators to monitor and assess the impact of these changes on student well-being and motivation. This may involve gathering feedback from students, tracking changes in academic performance, and collaborating with students to develop strategies for promoting healthy and effective use of smart devices for learning. In addition, in the study of Park (2021), which induces learning motivation in the form of convergence education in the existing corona era education, which was a decrease in learning motivation, is the convergence of offline classes (analog) and online classes (smart) as a new form of education [85]. SmaLog-type convergence education is reported as a necessary learning after post-COVID-19. The future of education we must pursue is “SmaLog (Smart + Analog) Education”’ It is an education that chemically combines the existing analog education and the cutting-edge EduTech. Schools and teachers lead education, but all members of society, including the space of the community and parents, must participate in it. This predicts that in future education, “hybrid instruction”, which mixes non-face-to-face and face-to-face, can be popularly used in a learner’s education. The post-pandemic era presents both challenges and opportunities for promoting learning motivation and well-being. By promoting a growth mindset, encouraging healthy device use behaviors, and monitoring changes in device use, educators can help students thrive in these new learning environments [85].

The significance and originality of this paper stem from its timely focus on post-pandemic learning, its multidisciplinary approach, integration of theory and practice, exploration of underexplored areas, and insights into smart device utilization. At the same time, for sustainable education, among the SDGs, Goal 4 of “Ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all” and the post-pandemic era and the importance of connecting sustainable education are important factors in learning motivation and smart media utilization and connection [91]. Goal 4 of the Sustainable Development Goals (SDGs), “Ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all”, is highly relevant in the post-pandemic era, particularly when considering the importance of connecting sustainable education, learning motivation, and smart media utilization. Let us discuss the interplay between these factors:

• Inclusive and Equitable Quality Education: Goal 4 emphasizes the need for inclusive and equitable quality education. In the post-pandemic era, it is crucial to ensure that educational opportunities are accessible to all, regardless of their background, location, or socioeconomic status. This inclusivity promotes equal access to education, reduces disparities, and fosters a sense of belonging among learners. Inclusive education also encompasses providing necessary support systems for students with diverse learning needs [92].
• Lifelong Learning Opportunities: Goal 4 also highlights the importance of lifelong learning, recognizing that education is not limited to formal schooling. Lifelong learning ensures that individuals have opportunities to acquire knowledge, skills, and competencies throughout their lives, adapting to changing circumstances and emerging challenges. In the post-pandemic era, the rapid pace of technological advancements and evolving job markets underscore the need for individuals to engage in continuous learning to remain resilient and adaptable [93].
• Learning Motivation: Motivation is a key factor in driving effective learning. In the post-pandemic era, where remote and online learning have become prevalent, sustaining and enhancing learners’ motivation becomes crucial. Educators and policymakers must design engaging and interactive learning experiences that foster intrinsic motivation, promote autonomy, and provide meaningful learning opportunities. Motivation can be nurtured through various strategies such as personalized learning, project-based approaches, and promoting learner agency [94,95].
• Smart Media Utilization: Smart devices and digital technologies have become increasingly integrated into education. They offer diverse opportunities for learning, communication, and collaboration. In the post-pandemic era, smart media utilization can play a significant role in enhancing educational experiences, expanding access to resources, and promoting active and self-regulated learning. However, it is important to ensure that the use of smart devices is purposeful, pedagogically sound, and aligned with the principles of inclusive education and equitable access to resources [96].
• Connection and Collaboration: The post-pandemic era has highlighted the im-portance of connection and collaboration in education. Smart media utilization can facilitate communication, interaction, and collaboration among learners, teachers, and communities. Technology can enable virtual classrooms, online discussions, peer-to-peer learning, and global connections, transcending geographical barriers and fostering a sense of interconnectedness. Such connectedness promotes social and emotional well-being, enhances learning outcomes, and prepares individuals for the globalized world [97].

By aligning the objectives of Goal 4 with the post-pandemic era’s needs, promoting inclusive and equitable quality education, lifelong learning opportunities, learning motivation, and smart media utilization can be interconnected to create sustainable and transformative educational experiences. This integrated approach helps in realizing the broader vision of the SDGs while addressing the specific challenges and opportunities presented by the post-pandemic context.

5. Conclusions

This review paper has explored the complex interplay between various factors that can impact learning motivation and well-being in the post-pandemic era. The shift to remote and hybrid learning has highlighted the importance of promoting a growth mindset, self-regulated learning, and healthy and balanced use of smart devices for learning. Educators play a critical role in supporting students in these areas, as they navigate the challenges and opportunities of these new learning environments. Moving forward, it is important to continue exploring the impact of these factors on student outcomes and well-being in the post-pandemic era. Depending on the timeframe of the study, the examination of long-term effects may be limited. If the study only assesses immediate outcomes or short-term effects, it may not capture the full extent of sustainable learning in the post-pandemic era. Researchers may acknowledge this limitation and call for longitudinal studies to better understand the long-term impacts on learners. This includes further research into the most effective strategies for promoting a growth mindset, supporting self-regulated learning, and encouraging healthy and balanced use of smart devices for learning. Additionally, it is important to consider the role of other factors, such as social support and community engagement, in promoting learning motivation and well-being. In addition, the post-pandemic era presents a unique opportunity to reexamine and improve our approach to promoting learning motivation and well-being. By continuing to explore and address the complex interplay between various factors, we can create more supportive and effective learning environments for all students. As a limitation, there was a limit on generalization due to the limitation of sampling as a review paper. In addition, there is a limitation in not being able to conduct focus group interviews on academic motivation and smart media utilization according to individual tendencies. Future research suggests examining the role of social support networks on well-being and learning outcomes in remote and hybrid learning environments.