Teacher Expectations and Parental Stress During Emergency Distance Learning and Their Relationship to Students' Perception.
Teacher Expectations and Parental Stress During Emergency Distance Learning and Their Relationship to Students' Perception.
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DOI：
10.3389/fpsyg.2021.712447
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发表时间：
2021
影响因子：
3.8
通讯作者：
Neuenschwander MP
中科院分区：
文献类型：
--
作者：
Garrote A;Niederbacher E;Hofmann J;Rösti I;Neuenschwander MP
2020 年春季，新冠肺炎 (COVID-19) 大流行导致学校停课，这对于学生、家长和教师来说是前所未有的重大事件。为了确保继续教育，有必要将课堂教学无计划地调整为紧急远程学习。在这种新的学习环境中，教师对学生学业成绩的提高形成了期望，进而影响了学生的学习机会。家长在支持孩子的学习方面面临着新的挑战。根据育儿压力模型，此类剧烈事件可能成为父母的压力因素，进而影响孩子的适应。这项研究利用来自多个受访者的数据，分析了家长和教师通过家庭（个人层面）和班级层面的过程影响义务教育学校学生对远程学习的看法的程度。在个人层面上，研究了家长感知到的 COVID-19 威胁与远程学习带来的压力之间的关系，以及学生感知到的 COVID-19 威胁和他们对远程学习的感知之间的关系。学生的学习行为被视为与他们对远程学习的看法相关的变量。在班级层面，研究了教师期望的解释性特征和班级综合成绩的增长。学校停课后，通过标准化在线问卷收集了瑞士 4 至 8 年级学生、家长和教师的数据。对 539 名学生、539 名家长和 83 名教师的子样本进行了分析。多级结构方程模型的结果表明，如果学生能够更自主地学习（即比常规课堂教学更有动力、更集中），并且如果他们的父母在远程学习环境中感到压力较小，那么学生对远程学习会有更积极的看法。如果父母将 COVID-19 视为威胁，他们的压力就会更大。学生对 COVID-19 威胁的看法与其父母的看法有关，但不能解释学生的学习行为。在班级层面，如果教师期望远程学习取得较高的学业成绩，那么班级的平均学业成绩就会更高。成绩进步越大，学生对远程学习的集体看法就越积极。
School closures in spring 2020 caused by the COVID-19 pandemic were an unprecedented and drastic event for students, parents, and teachers. The unplanned adaptation of classroom instruction to emergency distance learning was necessary to ensure continued education. In this new learning environment, teachers formed expectations for student academic achievement gains, which in turn affected the opportunities for students to learn. Parents faced new challenges in supporting their children’s learning. According to parenting stress models, such drastic events can be a stress factor for parents, which in turn affects their children’s adjustment. This study analyzed the extent to which parents and teachers affected the perceptions of students in compulsory school toward distance learning through processes at home (individual level) and at the class level with data from multiple informants. On an individual level, the relationship between parents’ perceived threat of COVID-19 and their stress due to distance learning and students’ perceived threat of COVID-19 and their perception of distance learning were examined. Students’ learning behavior was accounted for as a variable related to their perception of distance learning. At the class level, the explanatory character of teacher expectations and class-aggregated achievement gains were examined. Data on students in grades 4 to 8, parents, and teachers in Switzerland were collected with standardized online questionnaires after the period of school closures. A subsample of 539 students, 539 parents, and 83 teachers was analyzed. The results of multilevel structural equation modeling suggested that students had a more positive perception of distance learning if they were able to learn more autonomously (i.e., more motivated and concentrated than in regular classroom instruction) and if their parents felt less stressed in the distance learning setting. Parents were more stressed if they perceived COVID-19 as a threat. Students’ perception of the COVID-19 threat was related to their parents’ perception but did not explain students’ learning behavior. At the class level, if teachers expected high academic achievement gains in distance learning, the average academic achievement gains of a class were greater. The greater the achievement gains were, the more positive the collective student perception of distance learning was.
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