母亲参与和青少年在COVID-19返学后的心理和学术调整:一年纵向研究
Tong Zhou1, Xiaoxue Kong2, Xiaohua Bian3
1Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, School of Psychology and Cognitive Science, East China Normal University, Shanghai, China.
概括
在COVID-19学校关闭期间,母亲的参与促进了青少年的一致的日常生活. 这种一致性对回到学校时的心理调整和学业表现产生了积极的影响.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
- 公共卫生 公共卫生
背景情况:
- 由于COVID-19大流行,学校关闭是必要的,破坏了青少年的既定习惯.
- 了解影响青少年在此类干扰期间和之后调整的因素至关重要.
研究的目的:
- 调查母亲参与塑造青少年在COVID-19学校关闭期间的日常生活中的作用.
- 检查一致的日常生活和青少年在关闭后的心理和学术调整之间的关联.
主要方法:
- 在学校关闭期间和学校恢复一年后,从520名中国青少年及其母亲收集的纵向数据.
- 评估母亲参与教育和休,日常生活的一致性,心理不适应和学业成果.
主要成果:
- 母亲的参与积极预测了学校关闭期间的一致的日常生活.
- 关闭期间的一致的日常生活规律预测了返校后持续的一致性.
- 一贯的日常生活与减少心理不适应和提高学业成绩有关.
结论:
- 母亲的参与是维持青少年在COVID-19流行病等危机期间日常生活的关键因素.
- 一贯的日常生活在学校中断后的青少年心理和学术福祉中发挥着至关重要的作用.
- 支持母亲参与和日常建立的干预措施可以减轻学校关闭的负面影响.
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