Martin Andrew J, Collie Rebecca J, Nagy Robin P
School of Education, University of New South Wales, Sydney, NSW, Australia.
Front Psychol. 2021 Aug 17;12:702163. doi: 10.3389/fpsyg.2021.702163. eCollection 2021.
The present study investigated the role of adaptability in helping high school students navigate their online learning during a period of COVID-19 that entailed fully or partially remote online learning. Drawing on Job Demands-Resources theory and data from a sample of 1,548 Australian high school students in nine schools, we examined the role of adaptability in predicting students' online learning self-efficacy in mathematics and their end of year mathematics achievement. It was found that beyond the effects of online learning demands, online and parental learning support, and background attributes, adaptability was significantly associated with higher levels of online learning self-efficacy and with gains in later achievement; online learning self-efficacy was also significantly associated with gains in achievement-and significantly mediated the relationship between adaptability and achievement. These findings confirm the role of adaptability as an important personal resource that can help students in their online learning, including through periods of remote instruction, such as during COVID-19.
本研究调查了适应性在帮助高中生应对新冠疫情期间完全或部分远程在线学习中的作用。基于工作需求-资源理论以及来自澳大利亚九所学校的1548名高中生样本的数据，我们研究了适应性在预测学生数学在线学习自我效能感及其年终数学成绩方面的作用。研究发现，除了在线学习需求、在线和家长学习支持以及背景属性的影响外，适应性与更高水平的在线学习自我效能感以及后期成绩的提高显著相关；在线学习自我效能感也与成绩的提高显著相关，并且显著中介了适应性与成绩之间的关系。这些发现证实了适应性作为一种重要的个人资源的作用，它可以帮助学生进行在线学习，包括在远程教学期间，如在新冠疫情期间。
