Greater objective numeracy protects COVID-19 pandemic grades but endangers academic interest.
Greater objective numeracy protects COVID-19 pandemic grades but endangers academic interest.
复制标题
更高的客观计算能力可以保护 COVID-19 大流行的成绩，但会危及学术兴趣。
DOI：
10.1037/stl0000319
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
Peters, Ellen
中科院分区：
文献类型：
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作者：
Svensson, Hayley;Shoots-Reinhard, Brittany;Cravens-Brown, Lisa;Peters, Ellen
冠状病毒病（COVID-19）大流行迫使学生和教师改变学习和教学策略，也扰乱了课堂外的生活，极大地影响了教育体验。为了确定大流行对不同能力的学生的影响，我们在一门介绍性数据分析课程（N= 399）中测量了感知的大流行中断、客观计算能力（ONS）、数学兴趣以及其他与学术和生活相关的结果，该课程因大流行而在学期中期从面对面教学转为在线教学。与之前的研究一样，那些客观计算能力较高的人在大流行之前和期间的学术成绩更好。能力不能预测感知干扰，但数字自我效能较低的学生、女性和佩尔助学金获得者（表明社会经济地位较低）经历了更多的流行病干扰。虽然我们预计计算能力可以保护学习成绩不受干扰，但我们只在成绩上观察到这种影响。出乎意料的是，计算能力预示着更容易失去对数学的兴趣，因此，更大的感知干扰会降低客观计算能力较高的人对数学的兴趣，而对客观计算能力较低的人则不会。同样，我们发现客观计算能力和干扰通过数学兴趣对课程注册有一个小的间接影响。实际上，当高客观计算能力的学生在干扰程度上高而不是低时，他们参加高级统计学课程的人数减少了约30%。因此，高能力的学生可能会表现得更好，但面对意想不到的困难时却感觉更糟。我们的研究结果强调了教育工作者关注他们的高能力学生的努力的重要性，因为他们的学习动机可能没有以前预期的那么有弹性。（PsycInfo数据库记录(c) 2024 APA，版权所有）
The coronavirus disease (COVID-19) pandemic greatly affected educational experiences by forcing students and teachers to change their learning and instructional strategies and by disrupting life outside the classroom as well. To determine the impact of the pandemic on students varying in ability, we measured perceived pandemic disruption, objective numeracy (ONS), math interest, and other academic-and life-related outcomes in an introductory data analysis course (N= 399) that switched mid-semester from in-person to online instruction because of the pandemic. As in prior research, those higher in objective numeracy had better academic outcomes before and during the pandemic. Ability did not predict perceived disruption, but students with lower numeric self-efficacy, women, and Pell Grant recipients (indicating low socioeconomic status) experienced more pandemic disruption. Although we expected numeracy to protect academic outcomes from disruption, we observed this effect only for grades. Unexpectedly, numeracy predicted greater vulnerability to losing interest in math, such that greater perceived disruption reduced math interest for those higher in objective numeracy but not for those lower in objective numeracy. Similarly, we found a small indirect effect of objective numeracy and disruption on course enrollment via math interest. In practical terms, about 30% fewer high-objective numeracy students enrolled in the advanced statistics course when they were high rather than low in disruption. Thus, high-ability students may paradoxically perform better but feel worse when faced with unexpected hardships. Our findings highlight the importance of educators being mindful of their high-ability students’ struggles as their academic motivation may be less resilient than previously expected.(PsycInfo Database Record (c) 2024 APA, all rights reserved)