在COVID-19的早期,年轻学生的学校参与的预测因素远程学习
Anna D Johnson1, Sherri Castle2, Anne Partika1
1Department of Psychology, Georgetown University.
Children and youth services review
|July 22, 2024
概括
家庭因素和互联网接入在COVID-19学校关闭期间对低收入儿童的远程学习参与产生了重大影响. 这些发现强调了在教育中断期间需要有针对性的支持.
科学领域:
- 教育教育教育教育教育教育.
- 公共卫生 公共卫生
- 儿童发展 儿童发展
背景情况:
- 由于COVID-19大流行,学校关闭导致在线学习转移,这给许多家庭,尤其是低收入家庭带来了挑战.
- 现有研究表明,家庭和儿童的特点,以及后勤障碍,影响学校参与.
- 远程学习缺乏一个明确的数字相当于幼儿的面对面学校教育.
研究的目的:
- 在COVID-19期间调查多元化,低收入一年级学生远程学习参与的预测因素.
- 检查家庭特征,儿童属性和物流障碍对学生参与远程教育的影响.
- 在分析影响远程学习参与的因素时,控制先前存在的差异.
主要方法:
- 利用了来自位于俄克拉荷马州塔尔萨的低收入学生现有研究的综合,多信息数据.
- 分析了在COVID-19大流行之前和期间收集的数据.
- 检查了学生参与远程学习的情况,控制了COVID-19前的因素.
主要成果:
- 家庭特征,包括父母的抑郁症状和家庭混乱,预测了孩子的远程学习参与.
- 物流障碍,如互联网和设备访问,是远程学习参与的重要预测因素.
- 父母因素和对技术的访问在儿童参与远程教育的能力方面发挥了关键作用.
结论:
- 家庭福利和获得基本资源对于儿童在危机期间的教育连续性至关重要.
- 调查结果为学校管理人员和政策制定者提供了洞察力,帮助他们为未来的学校中断做好准备.
- 有针对性的干预和资源分配是必要的,以减轻学校关闭对弱势学生群体的影响.
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