Ofek-Geva Ella, Vinker-Shuster Michal, Yeshayahu Yonatan, Fortus David
Department of Science Teaching, Weizmann Institute of Science, 234 Herzl Street, POB 26, 7610001 Rehovot, Israel.
Department of Pediatrics, Assuta Ashdod University Medical Center, 7747629 Ashdod, Israel.
Res Sci Educ. 2023;53(3):541-558. doi: 10.1007/s11165-022-10065-7. Epub 2022 Sep 2.
With the transition to distance-learning at the beginning of the COVID-19 outbreak, several countries required parents and their children to remain at home, under lockdown. Many parents found themselves taking on additional responsibilities regarding their children's education. However, children do not always interpret their parents' intentions as they intended. This study investigated this complex relationship, showing that parents' emphases regarding science learning changed during the first COVID-19 lockdown and in parallel, the relations between these emphases and their adolescent children's goal orientation and self-efficacy toward science learning also changed. In 2019, one year before the COVID-19 lockdown, the children's mastery and performance orientations toward science, and their self-efficacy in science were significantly correlated with their parent's attitudes toward science. In 2020, shortly after the end of the first COVID-19 lockdown, these relations remained significant, but in addition the parents' emphasis on performance became a significant predictor of the children's mastery and performance orientations, and of their self-efficacy in science. A small increase in the children's performance orientation and self-efficacy in science was seen, and only a small decline in their mastery orientation toward science. These findings contrast with what the literature indicates is typical at this age, when there are no lockdown conditions.
在新冠疫情爆发初期向远程学习过渡期间，几个国家要求家长和孩子居家隔离。许多家长发现自己在孩子的教育方面承担了额外的责任。然而，孩子们并不总是按照家长的意图来理解他们的想法。本研究调查了这种复杂的关系，结果表明，在首次新冠疫情封锁期间，家长对科学学习的重视程度发生了变化，与此同时，这些重视程度与他们青春期孩子对科学学习的目标导向和自我效能感之间的关系也发生了变化。2019年，即新冠疫情封锁前一年，孩子们对科学的掌握和成绩导向以及他们在科学方面的自我效能感与家长对科学的态度显著相关。2020年，在首次新冠疫情封锁结束后不久，这些关系仍然显著，但此外，家长对成绩的重视成为了孩子对科学的掌握和成绩导向以及他们在科学方面自我效能感的一个重要预测因素。孩子们在科学方面的成绩导向和自我效能感略有提高，而他们对科学的掌握导向仅略有下降。这些发现与文献中指出的在没有封锁条件下这个年龄段的典型情况形成了对比。
