新冠疫情期间高危本科生的动机恢复力
Motivational Resilience during COVID-19 across At-Risk Undergraduates.
作者信息
Cromley Jennifer, Kunze Andrea
机构信息
Department of Educational Psychology, University of Illinois at Urbana-Champaign, Champaign, IL 61820.
出版信息
J Microbiol Biol Educ. 2021 Mar 31;22(1). doi: 10.1128/jmbe.v22i1.2271. eCollection 2021.
Media reports suggest the switch to online courses due to COVID-19 has "demotivated" undergraduates. Our semester-long study of motivation for biology was in progress when COVID-19 was declared a pandemic. We analyze changes in student ( = 182) motivation from before and after. Across variables, subgroups of students changed in adaptive and maladaptive ways; some remained stable. In cross-tabulations, one significant difference was found by sex, and a number of adaptive and maladaptive differences by race and socioeconomic status (SES). Despite obvious burdens on low-SES groups, undergraduate motivation was affected positively and negatively in this sample; only some variables were related to intention to remain in STEM.
媒体报道称，由于新冠疫情转向在线课程让本科生“失去了动力”。在新冠疫情被宣布为大流行病时，我们对生物学学习动力进行的为期一学期的研究正在进行中。我们分析了182名学生在疫情前后学习动力的变化。在各个变量中，不同学生群体的动力变化既有适应性的，也有适应不良的；还有一些保持稳定。在交叉列表分析中，发现了一个性别方面的显著差异，以及一些种族和社会经济地位（SES）方面的适应性和适应不良差异。尽管低收入群体明显负担沉重，但在这个样本中，本科生的学习动力受到了积极和消极两方面的影响；只有一些变量与继续从事STEM领域的意愿有关。
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