Pickren Sage E, Harriott Emily M, Huerta Natalie B, Cutting Laurie E
Vanderbilt University.
Mind Brain Educ. 2022 Nov;16(4):277-292. doi: 10.1111/mbe.12337. Epub 2022 Oct 21.
To explore the impact of COVID-19 on daily life and problem behavior during virtual learning, we created and administered a survey to 64 school-aged children (in 2019, = 9.84 years; = 0.55 years). Results indicated significant increases in hyperactivity ( = -2.259; = .027) and inattention ( = -2.811; = .007) from 2019 to 2020. Decreases in sleep were associated with increases in hyperactivity ( = -0.27; = .04); increases in time exercising were associated with smaller increases in inattention ( = -0.34, = .01); and higher levels of parent stress, specifically related to virtual learning, were associated with increases in child inattention ( = 0.57, = .01). Furthermore, hyperactivity predicted problem behavior during virtual learning ( = 0.31, = .03).
为探究新冠疫情对虚拟学习期间日常生活及问题行为的影响，我们编制并向64名学龄儿童（2019年时，平均年龄 = 9.84岁；标准差 = 0.55岁）发放了一份调查问卷。结果显示，从2019年到2020年，多动症状（t = -2.259；p = 0.027）和注意力不集中症状（t = -2.811；p = 0.007）显著增加。睡眠减少与多动症状增加相关（t = -0.27；p = 0.04）；锻炼时间增加与注意力不集中症状的较小增加相关（t = -0.34，p = 0.01）；父母压力水平升高，尤其是与虚拟学习相关的压力，与孩子注意力不集中症状增加相关（t = 0.57，p = 0.01）。此外，多动症状可预测虚拟学习期间的问题行为（β = 0.31，p = 0.03）。
