Department of Experimental Clinical and Health Psychology, Research in Developmental Disorders Lab, Ghent University, Henri Dunantlaan 2, 9000, Ghent, Belgium.
Department of Educational Studies, Ghent University, Henri Dunantlaan 2, 9000, Ghent, Belgium.
J Autism Dev Disord. 2023 Apr;53(4):1642-1672. doi: 10.1007/s10803-021-05383-0. Epub 2022 Jan 11.
Using the Opportunity-Propensity Model (Byrnes in Dev Rev 56:100911, 2020; Byrnes & Miller in Contemp Educ Psychol 32(4);599-629, 2007), the current study investigated which factors helped predicting children's home learning experiences during the COVID-19 pandemic, thereby examining differences between children with (DD; n = 779) and without (TD; n = 1443) developmental disorders. MANCOVA results indicated more negative experiences for DD children and their parents. SEM-results revealed the alignment between different teachers and autonomous motivation in children as the most important predictors for the outcome variables. Less predictors were significant for DD as compared to TD children which suggests other factors are at play in the DD group. Limitations, strengths and suggestions for future research are being discussed, together with some implications for classroom practices and remote learning approaches.
利用机会-倾向模型（Byrnes 在 Dev Rev 56:100911, 2020；Byrnes 和 Miller 在 Contemp Educ Psychol 32(4)；599-629, 2007），本研究调查了哪些因素有助于预测儿童在 COVID-19 大流行期间的家庭学习体验，从而检验了有（DD；n=779）和无（TD；n=1443）发育障碍儿童之间的差异。MANCOVA 结果表明，DD 儿童及其父母的负面体验更多。SEM 结果显示，不同教师之间的一致性和儿童的自主动机是对结果变量最重要的预测因素。与 TD 儿童相比，DD 儿童的预测因素较少，这表明 DD 组中存在其他因素。本文讨论了研究的局限性、优势和对未来研究的建议，以及对课堂实践和远程学习方法的一些启示。
