Psychological Aspects of Students With Learning Disabilities in E-Environments: A Mini Review and Future Research Directions.
Psychological Aspects of Students With Learning Disabilities in E-Environments: A Mini Review and Future Research Directions.
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DOI：
10.3389/fpsyg.2020.611818
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发表时间：
2020
影响因子：
3.8
通讯作者：
Penna MP
中科院分区：
文献类型：
--
作者：
Cataudella S;Carta S;Mascia ML;Masala C;Petretto DR;Penna MP
学习障碍学生在电子化环境中遇到的主要学习困难或优势是什么？由于新型冠状病毒疫情的紧急情况，电子学习越来越多地用于支持学生的学习过程。一些国家完全关闭了学校，因此面对面的课程过去和现在都被远程课程所取代。根据Prisma指南，通过Scopus、Eric和Google Scholar电子数据库检索当前文献。还考虑了其他文献来源，从参考文章全文中的参考文献开始。我们使用了以下搜索关键词：“LD”结合“AND/OR”布尔运算符和“电子学习平台”、“幸福”、“心理因素”、“情绪困扰”和“自我调节”。有一部分文献强调，缺乏包容性的无障碍标准，对解决学习障碍的具体工具缺乏关注，这导致学生除了幸福感、自尊和自我效能感低之外，还产生了高度的压力/焦虑和情绪困扰。另一个领域的文献着眼于学生如何发展高水平的自我调节和情感意识，以及高水平的包容性。结果进行了讨论，在促进电子学习，重点是学生和教师使用技术工具的心理健康。
What are the main learning difficulties or advantages encountered by students with learning disabilities (LDs) within e-environments? As a result of the Covid-19 emergency, e-learning is being increasingly used to support students’ learning processes. A number of countries closed their schools altogether, so face-to-face lessons were and have been replaced by distance lessons. A search of current literature via Scopus, Eric and Google Scholar electronic databases was conducted according to Prisma Guidelines. Other sources of literature were also considered, starting from the references in the full text of the articles consulted. We used the following search keywords: “LDs” combined with the “AND/OR” Boolean operator and “e-learning platforms,” “well-being,” “psychological factors,” “emotional distress,” and “self-regulation.” One body of literature highlights the lack of inclusive accessibility standards and a lack of attention to specific tools for addressing LDs, which causes students to develop high levels of stress/anxiety and emotional distress, in addition to low levels of well-being, self-esteem and self-efficacy. Another area of literature looks at how students can develop high levels of self-regulation and emotional awareness, as well as high levels of inclusion. Results are discussed in terms of the promotion of e-learning that focuses on the psychological well-being of students and teachers use of technological tools.
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影响因子：
2.5
作者：
Kent, Mike;Ellis, Katie;Giles, Matt
通讯作者：
Giles, Matt
影响因子：
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作者：
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通讯作者：
Alqahtani, Rafdan Hassan Alhajhoj
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1.5
作者：
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Zulfugarzade, Teymur E.
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5.5
作者：
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通讯作者：
El Kafi, Jamal
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12.6
作者：
Frith, Uta
通讯作者：
Frith, Uta