Gaeta Martha Leticia, Gaeta Laura, Rodriguez María Del Socorro
Facultad de Educación, Universidad Popular Autónoma del Estado de Puebla, Puebla, Mexico.
Front Psychol. 2021 Apr 28;12:642823. doi: 10.3389/fpsyg.2021.642823. eCollection 2021.
One of the main challenges in higher education is promoting students' autonomous and self-regulated learning, which involves managing their own emotions and learning processes in different contexts and circumstances. Considering that online learning during the COVID-19 pandemic may be an opportunity for university students to take greater responsibility for their learning, it is essential to explore the strategies they have developed in the face of emotional and learning challenges during the health crisis. This study aimed at analyzing the relationships between students' emotions, coping strategies, and self-regulated learning in online learning during COVID-19 home confinement. The participants were 1,290 Mexican students from different universities throughout the country, who answered an online self-report questionnaire from standardized instruments adapted to the pandemic. Data were analyzed with descriptive and inferential analyses, including a structural equation model (SEM). Findings indicate that, although anxiety, boredom, and frustration were present among participants during confinement, the primary emotions were gratitude, joy, and hope. Second, the main coping strategies used by students participating were focused on facing and reassessing the situation. Furthermore, tranquility, hope, gratitude, and joy were positively related to self-regulated learning, although, loneliness and disinterest were negatively related. Finally, it was found that an approach to coping strategies mediated the relationship between emotions and self-regulated learning. Thus, teachers should help students understand the relevance of active coping strategies and use student-centered learning models that promote autonomous and self-regulated learning, considering each learner's needs, during and after confinement.
高等教育的主要挑战之一是促进学生的自主和自我调节学习，这涉及在不同的背景和情况下管理他们自己的情绪和学习过程。鉴于在新冠疫情期间的在线学习可能是大学生对自己的学习承担更大责任的一个机会，探索他们在这场健康危机中面对情绪和学习挑战时所制定的策略至关重要。本研究旨在分析新冠疫情居家隔离期间学生在在线学习中的情绪、应对策略和自我调节学习之间的关系。参与者是来自全国不同大学的1290名墨西哥学生，他们回答了一份根据疫情情况改编的标准化工具的在线自我报告问卷。数据分析采用描述性和推断性分析，包括结构方程模型（SEM）。研究结果表明，虽然在隔离期间参与者中存在焦虑、无聊和沮丧情绪，但主要情绪是感恩、喜悦和希望。其次，参与的学生使用的主要应对策略集中在面对和重新评估情况。此外，平静、希望、感恩和喜悦与自我调节学习呈正相关，而孤独和冷漠则呈负相关。最后，研究发现一种应对策略的方法介导了情绪与自我调节学习之间的关系。因此，教师应该帮助学生理解积极应对策略的相关性，并在隔离期间及之后使用以学生为中心的学习模式，根据每个学习者的需求促进自主和自我调节学习。
