Obermeier Ramona, Gläser-Zikuda Michaela, Bedenlier Svenja, Kammerl Rudolf, Kopp Bärbel, Ziegler Albert, Händel Marion
Linz School of Education, Department for Educational Research, Johannes Kepler University Linz, Austria.
Department of Education, Friedrich-Alexander-University Erlangen-Nuremberg, Germany.
Learn Individ Differ. 2022 Aug;98:102178. doi: 10.1016/j.lindif.2022.102178. Epub 2022 Jul 1.
Higher education includes e-learning in addition to on-site learning. Still, the shift to Emergency Remote Teaching (ERT) as reaction to the Covid-19 pandemic in the summer semester 2020, presented a challenging situation for students. Cross-sectional studies pointed towards higher stress levels of students. However, only a few studies addressed the development of students' stress across several dimensions (joy, worry, tension, demands) within one semester. The current study analyzed trajectories of stress in ERT in relation to age, gender, digital readiness, and experience of loneliness, based on a sample of = 2795 German students. Latent Growth Curve Models (LGCM) revealed a significant increase in demands, tension and worries and a decrease in joy during the summer term 2020. The development of tension and demands was influenced by age, gender, digital readiness, and loneliness. The decrease in joy and increase in worries could be primarily attributed to digital readiness and loneliness.
高等教育除了现场学习外还包括电子学习。尽管如此，2020年夏季学期因应对新冠疫情而转向应急远程教学（ERT），给学生带来了具有挑战性的局面。横断面研究表明学生的压力水平更高。然而，只有少数研究探讨了学生在一个学期内多个维度（喜悦、担忧、紧张、需求）的压力发展情况。本研究基于2795名德国学生的样本，分析了应急远程教学中压力轨迹与年龄、性别、数字准备情况和孤独体验之间的关系。潜在增长曲线模型（LGCM）显示，在2020年夏季学期，需求、紧张和担忧显著增加，喜悦感下降。紧张和需求的发展受到年龄、性别、数字准备情况和孤独感的影响。喜悦感的下降和担忧的增加主要可归因于数字准备情况和孤独感。
