Universität Augsburg, Medizinische Fakultät, Lehrstuhl für Medizindidaktik und Ausbildungsforschung, DEMEDA, Augsburg, Germany.
GMS J Med Educ. 2020 Dec 3;37(7):Doc77. doi: 10.3205/zma001370. eCollection 2020.
Due to the COVID-19 pandemic, students have been confronted with an online semester. Because of the special requirements, online teaching can trigger negative emotions, which can have an unfavourable impact on the learning process and which therefore need to be regulated. This study investigates academic-associated emotions and the regulation of those emotions both before (December 2019) and during (June 2020) the online semester for first-year medical students. Questionnaire data (t1=Dec 2019; t2=Jun 2020) regarding academic-associated emotions and emotion regulation, taken from a longitudinal research project (Experienced Learning Medicine Augsburg; ELMA) at the University of Augsburg, was used. At t2, the students were also asked, as future physicians, to name their three most significant emotions regarding their studies, taking into account the COVID-19 situation. Longitudinal analyses (Wilcoxon tests) showed few changes in academic-associated emotions. The emotions happy (=.32) and proud (=.33) increased significantly with moderate effects at the online semester. There also was an increased, but still low suppression of emotions (=.22) at t2. The future physicians were most often curious, grateful and afraid about their medical studies with regard to the COVID-19 situation. Overall, medical studies were more often associated with positive than negative emotions during the online semester. The results show that the online semester did not have any worrying impacts on academic-associated emotions and emotion regulation. There was even some indication that students might benefit from online teaching formats.
由于 COVID-19 大流行，学生们面临着在线学期。由于特殊要求，在线教学可能会引发负面情绪，这可能对学习过程产生不利影响，因此需要进行调节。本研究调查了医学生在线学期前后（2019 年 12 月和 2020 年 6 月）与学业相关的情绪及其调节。问卷调查数据（t1=2019 年 12 月；t2=2020 年 6 月）来自于奥格斯堡大学 Experienced Learning Medicine Augsburg（ELMA）纵向研究项目，涉及与学业相关的情绪和情绪调节。在 t2 时，学生还被要求作为未来的医生，考虑到 COVID-19 情况，说出他们在学业中最重要的三种情绪。纵向分析（Wilcoxon 检验）显示，与学业相关的情绪变化不大。在在线学期期间，情绪愉悦（=.32）和自豪（=.33）显著增加，具有中等效应。在 t2 时，情绪抑制也有所增加，但仍然较低（=.22）。未来的医生在 COVID-19 情况下对他们的医学研究最常感到好奇、感激和害怕。总的来说，与负面情绪相比，医学生在在线学期期间更多地与积极情绪相关联。研究结果表明，在线学期对与学业相关的情绪和情绪调节没有任何令人担忧的影响。甚至有迹象表明，学生可能从在线教学模式中受益。
