Asghar Muhammad Zaheer, Arif Seema, Barbera Elena, Seitamaa-Hakkarainen Pirita, Kocayoruk Ercan
Department of Education, University of Helsinki, 00014 Helsinki, Finland.
School of Doctorate, Education & ICT (e-Learning), Universitat Oberta de Catalunya, 08018 Barcelona, Spain.
Int J Environ Res Public Health. 2021 Nov 14;18(22):11962. doi: 10.3390/ijerph182211962.
Social support was an important factor in minimizing the effect of social isolation during the COVID-19 pandemic lockdown. This research aimed to study the role of online class participation and social media usage to link the social support available from family and friends to psychological resilience among pre-service special education teachers against the negative psychological effects of the COVID-19 pandemic lockdown. A survey was conducted with 377 pre-service special needs education (SNE) teachers enrolled at universities in Pakistan. Partial least square structural equation modeling (PLS-SEM) was applied using Smart-PLS 3.2.8. Results revealed that social media and online class participation played a mediating role between social support and psychological resilience in the pre-service special needs education (SNE) teachers studied. Teacher education institutions can devise strategies to develop social media platforms for student socialization during an emergency to help build resilience against the negative psychological effects of social isolation. Future studies could be conducted to adapt instructions and curricula to social media environments for education in an emergency.
社会支持是在新冠疫情封锁期间将社会隔离影响降至最低的一个重要因素。本研究旨在探讨在线课程参与和社交媒体使用在将家人和朋友提供的社会支持与职前特殊教育教师的心理韧性联系起来方面所起的作用，以抵御新冠疫情封锁带来的负面心理影响。对巴基斯坦各大学注册的377名职前特殊需求教育（SNE）教师进行了一项调查。使用Smart-PLS 3.2.8应用偏最小二乘结构方程模型（PLS-SEM）。结果显示，在本研究的职前特殊需求教育（SNE）教师中，社交媒体和在线课程参与在社会支持和心理韧性之间起到了中介作用。教师教育机构可以制定策略，在紧急情况下开发社交媒体平台以促进学生社交，帮助培养抵御社会隔离负面心理影响的韧性。未来的研究可以进行，以便在紧急情况下使教学指导和课程适应社交媒体环境用于教育。
