Feraco Tommaso, Casali Nicole, Meneghetti Chiara
Department of General Psychology, University of Padova, Padua, Italy.
Eur J Psychol Educ. 2022 Dec 16:1-19. doi: 10.1007/s10212-022-00667-0.
The COVID-19 pandemic prompted an abrupt adoption of online learning worldwide challenging students' scholastic engagement and their ability to self-regulate their learning. Under these unexpected conditions, adaptability (one's capacity to adjust thoughts, behaviors, and emotions in new and uncertain situations) might have sustained students to maintain high engagement and find new learning solutions. Students with high adaptability might also interpret COVID-19-related novelty as an opportunity and show higher posttraumatic growth levels. A longitudinal path analysis showed that in a sample of 435 Italian students (11-18 years old), adaptability at Time 1 positively related to engagement, self-regulated learning, and posttraumatic growth at the end of the school year, indirectly favoring academic achievement, through the mediation of engagement and self-regulated learning. These findings highlight the unique role that adaptability could play in supporting students in unexpected and stressful situations. Fostering students' adaptability could therefore have beneficial effects on their personal growth and academic success.
新冠疫情促使全球突然采用在线学习，这对学生的学业参与度以及自我调节学习的能力构成了挑战。在这些意想不到的情况下，适应能力（一个人在新的不确定情况下调整思想、行为和情绪的能力）可能使学生保持高度参与并找到新的学习解决方案。适应能力强的学生也可能将与新冠疫情相关的新事物视为一个机会，并展现出更高水平的创伤后成长。一项纵向路径分析表明，在一个由435名意大利学生（11至18岁）组成的样本中，第一时间点的适应能力与学年末的参与度、自我调节学习以及创伤后成长呈正相关，通过参与度和自我调节学习的中介作用，间接促进学业成绩。这些发现凸显了适应能力在支持学生应对意外和压力情况时可能发挥的独特作用。因此，培养学生的适应能力可能对他们的个人成长和学业成功产生有益影响。
