首页> 外文期刊>Frontiers in Psychology >Experiences With Online Teaching and Psychological Adjustment of High-School Students at the Onset of the COVID-19 Pandemic in Croatia
【24h】

Experiences With Online Teaching and Psychological Adjustment of High-School Students at the Onset of the COVID-19 Pandemic in Croatia

机译:在克罗地亚Covid-19大流行病中的在线教学与高中生心理调整的经验

获取原文

摘要

Vastly changed schooling arrangements due to the COVID-19 crisis have generally limited the opportunities and resources for schools to provide necessary psychological and other support to their students. Given this, all parties involved in the schooling system need to understand the kinds of experiences students have via distance learning and how students adapt to novel living and studying conditions. This study examines the relevant sources of stress that students encounter with regard to online classes, and the frustrations they face due to living in social isolation, as well as how these stressors relate to the measures of students’ emotional wellbeing and psychological adjustment. Data were collected in April 2020 via an online questionnaire administered to a sample of 4,492 students (62.6% female) attending all four grades of high school within two Croatian counties. The results point to the differential effects of particular aspects of online teaching practices on the stressful experiences of students. Furthermore, the results of multivariate analysis of variance and canonical discriminant analyses demonstrated notable gender and grade differences in the structure of students’ emotional and behavioral adaptation to the health crisis. Female students and those predominantly studying at the highest grade reported higher frequency and intensity of short-term emotional and psychosomatic difficulties. Male students in the final grade year scored highest on the dimension defined by the number and intensity of online teaching stressors. The results are interesting in light of hypothetical accounts of adjustment mechanisms based on existing stress theories. Moreover, the findings serve as a basis for teachers’ self-reflection and self-evaluation of schools, which can then lead to designing specific programs of support in learning and adaptation to the new living and studying conditions.
机译:由于Covid-19危机而大大改变了教育安排,一般限制了学校为学生提供必要的心理和其他支持的机会和资源。鉴于这一点,涉及教育系统的各方都需要了解学生通过远程学习的经历以及学生如何适应新颖的生活和学习条件。本研究探讨了学生在网上课程中遇到的相关压力来源,以及由于生活在社会隔离上的挫败感,以及这些压力伴侣如何与学生情感福祉和心理调整的措施有关。 4月20日2020年4月收集的数据,通过在两名克罗地亚县中出席所有四个高中的学生(62.6%的女性)的在线调查问卷。结果指出了在线教学实践对学生压力经验的特定方面的差异影响。此外,多元差异分析和规范判别分析的结果表明,学生情绪和行为适应对健康危机的结构的显着性别和等级差异。女学生和主要在最高级学习的女学生报告了短期情绪和心理困难的更高频率和强度。最终年级的男学生在线教学压力源的数量和强度定义的维度上得分最高。结果鉴于基于现有的应力理论的调整机制的假设账户,结果是有趣的。此外,调查结果是教师自我反思和学校自我评估的基础,从而可以导致设计对新生活和学习条件的学习和适应方案的具体支持方案。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号