在COVID-19大流行期间,中国学生的家长参与,学术自我效能和对学术表现的抑郁症在中国学生中受到影响
Lili Kang1, Changle Li1, Duohui Chen2
1School of Health Management, Fujian Medical University, Fuzhou, People's Republic of China.
Psychology research and behavior management
|January 24, 2024
概括
家长的参与和学术自我效能会对K-12学生的成绩产生积极影响,而抑郁症会对其产生负面影响. 这些发现可以为改善学术成功和公平的战略提供信息.
科学领域:
- 教育心理学教育心理学
- 儿童发展 儿童发展
- 教育社会学教育的社会学
背景情况:
- 在全球范围内,COVID-19大流行严重扰乱了K-12教育.
- 了解影响学业成绩的因素对于学生的成功和公平至关重要.
- 在疫情期间,中国K-12学生面临着独特的挑战,需要对绩效决定因素进行研究.
研究的目的:
- 在COVID-19大流行期间,确定与中国K-12学生学业表现相关的关键因素.
- 专门研究家长参与,学术自我效能和抑郁症的作用.
- 为教育政策和实践提供经验证据.
主要方法:
- 采用2020年中国家庭小组研究 (CFPS) 的数据进行的横截面研究.
- 样本包括2020年7月至12月期间调查的1747名K-12学生.
- 统计分析包括有序试验回归和结构方程模型,对缺失的数据进行多次归算.
主要成果:
- 父母参与和学术自我效能显示出与学业成绩有显著的积极关联.
- 发现抑郁症与学业表现有负面关联.
- 其他重要的预测因素包括学业压力,性别,居住地,学业水平,家庭规模,收入,在线游戏,阅读习惯和智商.
结论:
- 家长的参与和学术自我效能是学业成功的重要保护因素.
- 抑郁症对K-12学生的学业表现构成重大风险.
- 调查结果强调需要有针对性的干预和政策改革,以提高教育成果和减少不平等.
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