Samsen-Bronsveld H Elise, Van der Ven Sanne H G, Speetjens Paula P A M, Bakx Anouke W E A
Stichting BOOM The Netherlands.
Tilburg University The Netherlands.
J Res Spec Educ Needs. 2022 Nov 1. doi: 10.1111/1471-3802.12583.
This study examined the impact of the COVID-19-induced school lockdown on need satisfaction, well-being and motivation in both gifted and non-gifted primary school students in the Netherlands. A total of 312 parents (122 from gifted children) participated. The lockdown had mainly negative effects on students' need satisfaction, well-being and motivation. However, the impact of the lockdown was less negative for gifted students. There was also a levelling effect: Before the lockdown, gifted students had lower need satisfaction, well-being and motivation than their non-gifted peers, but these differences decreased during the lockdown due to (stronger) declines in the non-gifted. Changes in non-gifted students' well-being and motivation, because of the lockdown, were negatively mediated by autonomy and relatedness with classmates. Among the gifted, this was positively mediated by competence. Only before the lockdown, the effects of giftedness on well-being and motivation were mediated by autonomy and relatedness satisfaction.
本研究考察了新冠疫情导致的学校封锁对荷兰资优和非资优小学生需求满足感、幸福感及动机的影响。共有312名家长（其中122名来自资优儿童家庭）参与。封锁主要对学生的需求满足感、幸福感及动机产生了负面影响。然而，封锁对资优学生的影响相对没那么负面。此外还存在一种趋同效应：在封锁之前，资优学生的需求满足感、幸福感及动机低于非资优同龄人，但在封锁期间，由于（下降幅度更大的）非资优学生的下滑，这些差异缩小了。由于封锁，非资优学生幸福感和动机的变化受到自主性以及与同学的关系的负向调节。在资优学生中，这一变化受到能力的正向调节。仅在封锁之前，天赋对幸福感和动机的影响受到自主性和关系满意度的调节。
