危机,信心和节约资源:检查成人教育学生如何应对压力和边缘化
Frances J Griffith1, Sydney C Simmons1, Shannon Schrader2,3
1Division of Prevention and Community Research, Yale University, New Haven, CT, USA.
概括
创伤和COVID-19压力对成人基础教育学生的职业信心产生了负面影响,特别是那些面临边缘化的学生. 解决这些压力因素对于改善教育和职业成果至关重要.
科学领域:
- 心理学
- 社会学
- 在教育方面
背景情况:
- 社会和系统障碍导致K-12退学和成人基础教育 (ABE) 的入学.
- 资源保护理论为理解压力和资源管理提供了一个框架.
- ABE学生面临着影响教育和职业追求的独特挑战.
研究的目的:
- 评估创伤和COVID-19相关压力对ABE学生的职业信心的影响.
- 探索边缘化,创伤,压力和职业信心之间的关系.
- 根据ABE计划的发展和保留策略.
主要方法:
- 采用方便抽样调查方法进行数据收集 (N = 227).
- 结构方程建模分析了创伤,COVID-19压力,酒精使用和职业信心之间的关系.
- 统计分析发现了压力和职业信心的预测因素.
主要成果:
- 过去的创伤性经历在边缘化的ABE学生中更为普遍 (例如,LGBTQ+,无家可归).
- 创伤暴露预测了COVID-19相关的压力和酒精使用的增加.
- 较高的COVID-19相关压力与较低的职业信心有关.
结论:
- 由于创伤和随后的压力因素, 边缘化的ABE学生遇到复杂的障碍.
- 心理教育资源可以帮助抵消压力因素并增强职业信心.
- 建议ABE中心采取有针对性的干预措施,以支持学生的留学和成功.
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