由于COVID-19引起的学校关闭和弱势儿童的COVID后学术成长:一个纵向队列研究
Anna M Wright1, Anne Martin1,2, Seth D Pollak3
1Department of Psychology, Georgetown University, Washington, DC, United States.
Child development
|March 4, 2026
概括
由于COVID-19学校关闭,这严重影响了儿童的学业进步,导致学习停滞. 远程学习对这些教育挫折提供了最小的保护.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 公共卫生 公共卫生
背景情况:
- 在全球范围内,COVID-19大流行导致了前所未有的学校关闭.
- 干扰不成比例地影响了低收入和多元化的学生群体.
- 了解长期的学术影响对于教育恢复至关重要.
研究的目的:
- 量化儿童识字和数学轨迹的变化.
- 评估远程学习参与的调节效应.
- 为了检查学校关闭前后的学术成长.
主要方法:
- 从一个多元化,低收入群体 (N=618) 采集的重复测量数据的纵向分析.
- 学术技能在关闭前 (4-6岁) 和重新开放后 (8-11岁) 进行评估.
- 统计建模用于预测变化和测试调节效应.
主要成果:
- 在学校关闭期间,学术增长停滞不前,学习损失显著 (3-14个月).
- 足够的远程学习参与只提供了微弱的学术保护.
- 再开放后的增长率低于关闭前的增长率.
结论:
- 学校关闭给孩子们带来了巨大的学术挫折.
- 远程学习在减轻损失方面的有效性有限.
- 关闭后的学术轨迹表明了对学习的潜在长期影响.
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