在疫情爆发的远程学习期间青少年心理调整和社会支持:全国多波日记研究
Ming-Te Wang1, Christina L Scanlon1, Juan Del Toro2
1University of Chicago, Chicago, IL, USA.
Development and psychopathology
|September 1, 2023
概括
在COVID-19大流行期间,远程学习对青少年的福祉产生了负面影响,增加了压力并减少了积极的情绪. 然而,父母和同伴的社会支持在减轻这些不利影响方面发挥了关键作用.
科学领域:
- 心理学 心理学 心理学
- 社会学 社会学 社会学
- 教育教育教育教育教育教育.
背景情况:
- 由于COVID-19的流行,在2020年春季,美国学校需要快速转向远程学习.
- 这次过渡提供了一个独特的自然实验,用于研究青少年在危机期间的风险和弹性.
- 了解青少年的心理影响对于有效的危机应对计划至关重要.
研究的目的:
- 调查远程学习与青少年心理健康之间的关系.
- 检查社会支持 (父母和同龄人) 在这种关系中的调节作用.
- 为了确定影响青少年在流行病引起的学校危机期间调整的因素.
主要方法:
- 在64天内进行了一项纵向日记研究.
- 一个由744名青少年 (年龄12-17岁) 组成的全国样本参与.
- 收集的数据包括日常影响,压力水平和父母和同龄人的社会支持.
主要成果:
- 远程学习日与较低的积极影响和更高的压力有关.
- 父母的社会支持与减少日常压力和负面影响,增加积极影响有关.
- 同的社会支持与更高的每日积极影响有关.
- 根据种族或经济地位,没有发现远程学习影响的显著差异.
结论:
- 与大流行相关的远程学习显著影响了青少年的心理健康.
- 父母和同龄人的社会支持是对远程学习负面影响的重要缓冲器.
- 未来的研究应该为学校的危机应急计划提供信息,以支持学生的心理健康.
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