在第一次学校关闭一年后,在远程学习上花费的时间缓和了教师与工作有关的幸福感的变化
Annalisa Soncini1, Emanuele Politi2, Maria Cristina Matteucci3
1Department of Humanities, University of Ferrara.
School psychology (Washington, D.C.)
|September 7, 2023
概括
在COVID-19大流行期间,教师的心理幸福感下降,但与工作相关的幸福感增加. 然而,广泛的远程学习对与工作相关的幸福感增加产生了负面影响,并将其作为一个风险因素.
科学领域:
- 教育心理学教育心理学
- 职业健康 职业健康 职业健康
- 流行病研究研究 流行病研究
背景情况:
- 在COVID-19期间学校关闭对教师福祉产生了负面影响.
- 有限的研究存在于教师在随后的流行病阶段与混合学习模型的福利.
研究的目的:
- 从最初的COVID-19学校关闭到2020-2021学年末,监测教师心理和工作相关福祉的变化.
- 评估远程学习所花费的时间是否缓和了这些幸福感变化.
主要方法:
- 对240名意大利教师进行了在线问卷调查后续研究.
- 数据收集在两个时间点:第一次学校关闭的结束 (T1) 和2020-2021学年结束 (T2).
主要成果:
- 教师的心理幸福感从T1下降到T2.
- 总体而言,与工作相关的幸福感从T1增加到T2.
- 远程学习的时间增加缓解了与工作相关的幸福感的增加.
结论:
- 教师适应了最初的流行病变化,但远程学习对他们的整体福祉构成风险.
- 对教师福祉的持续监测至关重要,特别是关于远程教学的影响.
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