Combette Léa Tân, Camenen Etienne, Rotge Jean-Yves, Schmidt Liane
Control-Interoception-Attention Team, Institut du Cerveau (ICM), INSERM UMR 1127, CNRS UMR 7225, Sorbonne Université, Paris, France.
iCONICS Team, Institut du Cerveau (ICM), INSERM UMR 1127, CNRS UMR 7225, Sorbonne Université, Paris, France.
Front Psychol. 2021 Nov 16;12:752650. doi: 10.3389/fpsyg.2021.752650. eCollection 2021.
On March 16, 2020, French schools suddenly closed due to the COVID-19 pandemic, and middle school students were asked to study from home with no direct interactions with teachers or classmates. However, school plays an important role in the development of social, intellectual, and mental competencies and can counteract the negative effects of adverse life events on learning and early school dropout. In this study, we investigated how the unusual context of school closure during the COVID-19 pandemic affected school engagement. Specifically, we focused on inter-individual differences in the motivational determinants of school engagement. We thus performed an online survey of 170 students focusing on the time spent on mathematics assignments, motivation regulation, implicit theories of intelligence, such as adopting a growth or a fixed mindset about his/her intellectual abilities, and optimism. Importantly, the students participated in the online survey during the first lockdown period, with schools closed (T1), and the second lockdown period, with schools remaining open (T2). During T1, identified motivation positively predicted the time spent on math homework assignments: the more the students thought that working on math exercises was useful for their future life, the more time they spent studying. Importantly, the link between identified motivation and school engagement was specific to T1, when schools were closed, as indicated by a significant interaction between identified motivations by type of lockdown. These results suggest that having self-determined motivation is of particular importance when students are deprived of social and intellectual interactions with classmates and teachers. This finding paves the way toward the development of wise rational interventions that target identified motivation and can be applied during challenging societal times and adverse, common life events to keep students engaged with school.
2020年3月16日，由于新冠疫情，法国学校突然关闭，中学生被要求居家学习，无法与老师或同学直接互动。然而，学校在社交、智力和心理能力的发展中起着重要作用，并且可以抵消不良生活事件对学习和过早辍学的负面影响。在本研究中，我们调查了新冠疫情期间学校关闭这一特殊背景如何影响学生的学校参与度。具体而言，我们关注学校参与度动机决定因素中的个体差异。因此，我们对170名学生进行了一项在线调查，重点关注花在数学作业上的时间、动机调节、智力的内隐理论，比如对自己智力能力持成长型还是固定型思维模式，以及乐观程度。重要的是，学生们在第一次封锁期学校关闭时（T1）和第二次封锁期学校仍然开放时（T2）参与了在线调查。在T1期间，明确的动机能正向预测花在数学作业上的时间：学生越认为做数学练习对他们的未来生活有用，他们花在学习上的时间就越多。重要的是，明确的动机与学校参与度之间的联系在T1（学校关闭时）是特定的，封锁类型与明确动机之间的显著交互作用表明了这一点。这些结果表明，当学生被剥夺了与同学和老师的社交及智力互动时，拥有自主决定的动机尤为重要。这一发现为开发明智的合理干预措施铺平了道路，这些措施以明确的动机为目标，可在具有挑战性的社会时期和不利的常见生活事件期间应用，以保持学生对学校的参与度。
