Theron Linda, Ungar Michael, Höltge Jan
University of Pretoria, South Africa.
Resilience Research Centre, Dalhousie University, Canada.
Sch Psychol Int. 2023 Apr;44(2):190-213. doi: 10.1177/01430343221138785. Epub 2022 Dec 9.
Does historic school engagement buffer the threats of disrupted schooling - such as those associated with the widespread COVID-19-related school closures - to school engagement equally for female and male high school students? This article responds to that pressing question. To do so, it reports a study that was conducted in 2018 and 2020 with the same sample of South African students ( = 172; 66.30% female; average age in 2020: 18.13). A moderated moderation model of the 2018 and 2020 data showed that historic levels of school engagement buffered the negative effects of disrupted schooling on subsequent school engagement (² = .43, = -5.09, < .05). This protective effect was significant for girl students at moderate and high levels of historic school engagement, but not at lower levels of historic school engagement. Disrupted schooling did not significantly affect school engagement for male students at any level of historic school engagement. In addition, student perceptions of teacher kindness were associated with higher school engagement and having experienced an adverse event at school with lower school engagement. The results point to the importance of facilitating school engagement and enabling school environments - also when schooling is disrupted.
过往的学校参与度能否同样缓冲学业中断（如与新冠疫情相关的广泛学校关闭所带来的学业中断）对男女高中生学校参与度的威胁？本文回应了这一紧迫问题。为此，它报告了一项于2018年和2020年对同一组南非学生样本（n = 172；66.30%为女生；2020年平均年龄：18.13岁）开展的研究。对2018年和2020年数据的一个调节的调节模型表明，过往的学校参与度水平缓冲了学业中断对后续学校参与度的负面影响（R² = .43，β = -5.09，p < .05）。对于过往学校参与度处于中等和高水平的女生而言，这种保护作用显著，但在过往学校参与度较低时则不然。在任何过往学校参与度水平下，学业中断对男生的学校参与度均无显著影响。此外，学生对教师友善的感知与较高的学校参与度相关，而在学校经历不良事件则与较低的学校参与度相关。研究结果表明，促进学校参与度以及营造良好的学校环境很重要——即使在学业中断时也是如此。
