Coping with the transition to remote instruction: Patterns of self-regulated engagement in a large post-secondary biology course
Coping with the transition to remote instruction: Patterns of self-regulated engagement in a large post-secondary biology course
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DOI：
10.1080/15391523.2021.1936702
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发表时间：
2021-05-31
影响因子：
5.1
通讯作者：
Cogliano, MeganClaire
中科院分区：
文献类型：
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作者：
Hilpert, Jonathan C.;Bernacki, Matthew L.;Cogliano, MeganClaire
COVID-19疫情对大学生带来了巨大的挑战，他们突然需要更多地参与远程学习环境，并有能力科普学术和家庭需求。为了研究学生如何在中断期间自我调节他们的学习，我们调查了本科生（n = 226）参加了一个大型生物课程的四个部分，在学期的第一周，中断后立即，并通过学期结束。结果表明，学生的动机显着下降，学生的感知成本增加，和自我报告的应对策略和精神消耗中断学习期间的二次变化。在最后一个模型中，学生的自我效能感和对成本的看法，以及愤怒和个人对家庭的责任感相结合，形成了一个简约的预测因素，解释了课程表现的差异。
The COVID-19 disruption presented considerable challenges for university students, requiring the sudden need for increased engagement in remote learning environments and the ability to cope with academic and familial demands. To examine how students self-regulated their learning during the disruption, we surveyed undergraduates (n = 226) enrolled in four sections of a large biology course once during the first week of the semester, immediately after the disruption, and through the end of the semester. The results indicated significant decreases in student motivation, increases in students' perceived costs, and quadratic changes in self-reported coping strategies and mental depletion during disrupted learning. In a final model, students' self-efficacy and perceptions of cost, as well as feelings of anger and personal responsibility for family combined to form a parsimonious set of predictors that explained variance in course performance.