[2020年春季COVID相关的学校关闭导致的预期教育缺陷,使用非线性回归对家庭教育资源的实证证据]
Jennifer Lorenz1, Sina Ike2, Lea Maria Dammann2
1Zentrum für Statistik, Georg-August-Universität Göttingen, Humboldtallee 3, 37073 Göttingen, Deutschland.
概括
父母 父母 父母 父母 父母 父母
科学领域:
- 教育研究教育研究
- 心理学 心理学 心理学
- 社会学 社会学 社会学
背景情况:
- 德国的COVID-19学校封锁 (2020) 需要在家教学.
- 家庭和学生在适应家庭教育时面临重大挑战.
- 了解家长对未来学校问题的期望至关重要.
研究的目的:
- 为了检查家长对孩子与学校有关的问题的期望,由于锁定引发的家庭教育.
- 在教育研究中引入和展示非线性回归模型的价值.
- 确定影响家长对家庭教育困难期望的变量.
主要方法:
- 使用非线性回归方法进行探索性分析.
- 来自国家教育小组研究 (NEPS) 和COVID-19-Dashboard (RKI) 的综合数据.
- 引入了新的非线性模型用于经验教育研究.
主要成果:
- 对于阅读能力和勤奋度较低的孩子来说,父母对未来学校问题的期望更高.
- 较低的职业地位 (ISEI) 与父母对学校相关问题的期望增加有关.
- 父母的短期和长期COVID-19担忧与学校问题的感知可能性有关.
结论:
- 家长对家庭教育相关学校问题的期望受到孩子的学术技能,社会经济地位和父母的健康问题的影响.
- 与教育研究中的传统方法相比,非线性模型提供了宝贵的见解.
- 调查结果突出了大流行对家长对教育挑战的看法造成的多方面的影响.
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