Center for Engaged Teaching and Learning, University of California at Merced, Merced, CA 95343.
Department of Biology, Wingate University, Wingate, NC 28174.
CBE Life Sci Educ. 2021 Jun;20(2):ar25. doi: 10.1187/cbe.20-09-0206.
When a global pandemic hits during a longitudinal study of biology student success, researchers can unearth rich information about student resilience. By sharing case studies from two demographically different midsized 4-year institutions, this article illustrates the aspects of student self-efficacy beliefs that were undercut by the shift to emergency remote instruction (ERI) in introductory biology courses in Spring 2020: agency and belonging. By assessing student predictions of exam performance and analyzing themes from 276 student narrative surveys, we highlight the power of a careful balance between cognitive and social interventions to help students recover. Students in this study showed a 50% loss of efficacy beliefs after ERI (midsemester) but were able to improve to at least 75% above starting efficacy beliefs after instructor interventions. Thus, we also show how academic efficacy is highly malleable and is mediated in relationships. In turn, we demonstrate a new assessment model that uses student narrative writing to reveal "invisible" threats to students' perceptions of their capacity to succeed. Finally, we generalize from their findings to provide recommendations for effective strategies for supporting those students for whom every semester feels like a pandemic.
当一场全球大流行病在一项生物学学生成功的纵向研究期间爆发时，研究人员可以挖掘出有关学生适应力的丰富信息。本文通过分享来自两所人口统计学上不同的中等规模四年制大学的案例研究，说明了在 2020 年春季的生物学入门课程中，向紧急远程教学（ERI）转变对学生自我效能感信念的削弱方面：能动性和归属感。通过评估学生对考试表现的预测，并分析 276 名学生叙事调查的主题，我们强调了在认知和社会干预之间精心平衡的力量，以帮助学生恢复。在这项研究中，学生在 ERI（期中考试后）后的效能感信念损失了 50%，但在教师干预后，他们的效能感信念提高到至少比起始效能感信念高 75%。因此，我们还展示了学术效能感是高度可塑的，并在关系中起中介作用。反过来，我们展示了一种新的评估模型，该模型使用学生叙事写作来揭示对学生成功能力的感知的“无形”威胁。最后，我们从他们的发现中进行概括，为支持那些每个学期都感觉像大流行病的学生提供了有效的策略建议。
