影响和压力作为学习模式和参与之间的关系中介者
Christina L Scanlon1, Young Ri Lee1, Ming-Te Wang1
1Crown Family School of Social Work, Policy, and Practice, University of Chicago.
School psychology (Washington, D.C.)
|October 23, 2025
概括
在COVID-19期间的远程学习减少了学生的参与和积极的影响. 这种情绪的下降,而不是压力,部分解释了为什么学生在远程学习环境中参与的较少,而不是面对面的学习环境.
科学领域:
- 教育心理学教育心理学
- 青少年发展 青少年发展
- COVID-19 流行病影响影响影响
背景情况:
- 由于COVID-19的流行,美国学生需要在面对面和远程学习之间进行转变.
- 了解影响学生参与不同学习模式的心理因素至关重要.
研究的目的:
- 调查积极影响,负面影响和压力是否介导远程和面对面学习之间的参与差异.
- 检查个体内行为,认知,情感和社会参与的变化.
主要方法:
- 在30天的时间里,采用了多次每日日记的研究设计.
- 从639名青少年 (7-12年级) 收集了数据.
- 多级调解模型分析了学习模式,影响,压力和参与之间的关系.
主要成果:
- 学生报告说,与面对面的学习日相比,远程学习日的参与度和积极影响较低.
- 对于负面影响或压力,没有发现显著的调解效应.
- 积极影响部分介绍了学习模式与参与的所有维度之间的联系.
结论:
- 减少积极的情感体验是远程学习期间学生参与度下降的一个关键因素.
- 旨在促进积极影响的干预措施可能有助于减轻远程教育环境中的参与度损失.
- 调查结果强调了情绪健康对于保持学生在多样化的学习环境中的参与的重要性.
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