How did the landscape of student belonging shift during COVID ‐19?
How did the landscape of student belonging shift during COVID ‐19?
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在新冠肺炎 (COVID-19) 疫情期间，学生归属感发生了怎样的变化？
DOI：
10.1002/jee.20542
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发表时间：
2023
影响因子：
3.4
通讯作者：
Wilson, Denise
中科院分区：
文献类型：
--
作者：
Misra, Shruti;Kardam, Neha;VanAntwerp, Jennifer;Wilson, Denise
归属感是一种基本的人类动机，与广泛的积极心理、教育、社会和工作结果有关。需要在一个稳定的、相互关怀的关系框架内频繁的、主要无冲突的互动来促进归属感。本研究的目的是了解在COVID - 19大流行期间使用的紧急远程教学（ERT）是否以及如何改变了工程专业学生与归属感相关的教学支持和互动方式。本研究使用了来自一个大型机构的横断面数据集的调查数据，该数据集由2016年至2021年间注册工程课程的大二至大四学生（n= 1485）组成。采用层次线性模型（HLM）研究教学支持、教师互动与归属感之间的关系。结果/结论shlm模型与传统学习有显著差异。在传统的课堂学习中，种族、与教师和助教的互动以及教学支持是影响归属感的重要因素。在ERT中，学习工程的某些动机（利他主义、制造东西的欲望）与归属感有着微妙的联系，而种族和与教师和助教的互动在很大程度上变得无关紧要。最令人担忧的是，传统学习中的教师互动与归属感呈负相关。建议采用一种混合模式，为边缘化学生提供一个更公平的竞争环境，让他们在课堂上找到归属感，而不是回到大流行前的传统学习模式。在开发这种模式时，教师必须特别注意避免对学生归属感产生潜在的负面影响。
BackgroundBelonging is a fundamental human motivation associated with a wide range of positive psychological, educational, social, and job outcomes. Frequent and predominantly conflict‐free interactions within a stable, relational framework of caring are required to facilitate belonging.PurposeThe goal of this study was to understand if and how emergency remote teaching (ERT) used during the COVID‐19 pandemic changed the ways in which instructional support and interactions were linked to belonging among engineering students.Methodology/ApproachThis study used survey data from a cross‐sectional dataset at a single large institution comprised of sophomore to senior‐level students (n= 1485) enrolled in engineering courses between 2016 and 2021. Hierarchical linear modeling (HLM) was used to study relationships among instructional support, instructor interactions, and belonging.Findings/ConclusionsHLM models of ERT and traditional learning differed dramatically. In traditional classroom learning, race, interactions with faculty and teaching assistants (TAs), and instructional support were important factors in belonging. In ERT, certain motivations to study engineering (altruism, desire to build things) had nuanced associations with belonging, while race and interactions with faculty and TAs became largely irrelevant. Most concerning, faculty interactions in traditional learning were negatively associated with belonging.ImplicationsRather than returning to pre‐pandemic traditional learning, a hybrid model that offers a more level playing field for marginalized students to find belonging in the classroom is recommended. In developing such models, faculty must take special care to avoid having a potentially negative impact on student belonging.