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RAPID: Impacts of COVID-19 Out-of-School Stressors on Executive Function and E- Learning

RAPID：COVID-19 校外压力源对执行功能和电子学习的影响

基本信息

批准号：
2027447
负责人：
Lindsey Richland
金额：
$ 20万
依托单位：
University of California-Irvine
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2020
资助国家：
美国
起止时间：
2020-04-15 至 2022-03-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2027447&HistoricalAwards=false
关键词：
RAPID Impacts COVID 19 Out

项目摘要

In the midst of COVID-19 pandemic, students are not only facing health concerns, but also other stressors tied to mandated changes in their environments. These include a near-complete reliance on technology for college participation and learning, changes in access to peers and social support networks, changes in works-spaces and possible financial uncertainties. At this juncture of many upheavals, this project will collect data to understand how U.S. undergraduates’ experiences of stress may be impacting their ability to learn as universities switch to on-line instruction. High quality learning through online instruction is known to be challenging in the best of times; these difficulties are likely to be exacerbated by the myriad stresses that undergraduates are experiencing now. Focusing on the experiences of undergraduates at a diverse, minority-serving public four-year college, the data collected will assess the relationships between types of stressors, and student learning using e-learning techniques. Gathering this information immediately will be crucial to supporting students as the pandemic continues. Results will have broad impact on improving instructional infrastructure and practices to better support student learning in these stressful times. Moreover, this knowledge will be useful to colleges and universities in the development of effective strategies to meet their students’ needs. Executive Functions (EFs) are crucial to successful learning; these are cognitive resources that control attention, allow students to grapple with complex ideas and hold information in mind. EFs are taxed when students are under stress, leading to increased load on verbal working memory from external concerns or environmental vigilance. The implication is that students experiencing high levels of stress will have fewer EF resources to extend to their learning, potentially made more challenging by lack of familiarity with e-learning. Two time-sensitive field studies will be conducted to gather information about the types of stressors that U.S. undergraduates in a minority-serving public four-year college are facing during the pandemic. The goal is to assess the relative impacts of different stressors (or their combinations) on learning, in order to best design interventions to mitigate damaging effects. Two theory-driven approaches will be assessed as means to counter potential adverse stress impacts: 1) management of attention as a key aspect of executive function, and 2) management and regulation of emotions during learning. In addition to advances in our understanding of how stress affects student learning, findings of this project will help inform institutional responses and instructional design for e-learning courses offered during the ongoing COVID-19 pandemic. More generally, the work will inform the field’s ability to improve e-learning in future applications.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

在COVID-19大流行期间，学生不仅面临健康问题，还面临与环境强制性变化相关的其他压力因素。这些因素包括对大学参与和学习技术的几乎完全依赖，同龄人和社会支持网络的变化，工作空间的变化以及可能的财务不确定性。在这个许多动荡的时刻，这个项目将收集数据，以了解美国大学生的压力经历如何影响他们的学习能力，因为大学转向在线教学。众所周知，通过在线教学进行高质量的学习在最好的时候也是具有挑战性的;这些困难可能会因本科生现在所经历的无数压力而加剧。专注于本科生在一个多样化的，少数民族服务的公立四年制大学的经验，收集的数据将评估压力源类型之间的关系，和学生学习使用电子学习技术。随着疫情的持续，立即收集这些信息对于支持学生至关重要。研究结果将对改善教学基础设施和实践产生广泛的影响，以更好地支持学生在这些压力时期的学习。此外，这些知识将有助于高校制定有效的战略，以满足学生的需求。执行功能（EF）是成功学习的关键;这些是控制注意力的认知资源，让学生能够处理复杂的想法并记住信息。当学生处于压力之下时，EFs会被征税，从而导致外部关注或环境警惕对口头工作记忆的负荷增加。这意味着，经历高水平压力的学生将有更少的EF资源扩展到他们的学习，可能会因为缺乏对电子学习的熟悉而更具挑战性。将进行两项时间敏感的实地研究，以收集有关美国少数族裔公立四年制大学本科生在大流行期间面临的压力类型的信息。目标是评估不同压力源（或其组合）对学习的相对影响，以便最好地设计干预措施，以减轻破坏性影响。将评估两种理论驱动的方法，作为对抗潜在不利压力影响的手段：1）注意力管理作为执行功能的一个关键方面，以及2）学习期间情绪的管理和调节。除了我们对压力如何影响学生学习的理解有所进步外，该项目的研究结果将有助于为正在进行的COVID-19大流行期间提供的电子学习课程的机构应对和教学设计提供信息。更广泛地说，这项工作将告知该领域的能力，以提高电子学习在未来的应用。这个奖项反映了NSF的法定使命，并已被认为是值得通过评估使用基金会的知识价值和更广泛的影响审查标准的支持。

项目成果

期刊论文数量（5）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Performing up to par? Performance pressure increases undergraduates’ cognitive performance and effort.

表现达到标准吗？

DOI：
10.1037/mac0000023
发表时间：
2022
期刊：
Journal of Applied Research in Memory and Cognition
影响因子：
4.2
作者：
Mesghina, Almaz;Au Yeung, Natalie;Richland, Lindsey Engle
通讯作者：
Richland, Lindsey Engle

Distressed to Distracted: Examining Undergraduate Learning and Stress Regulation During the COVID-19 Pandemic

苦恼到分心：检查 COVID-19 大流行期间本科生的学习和压力调节

DOI：
10.1177/23328584211065721
发表时间：
2021
期刊：
AERA Open
影响因子：
2.8
作者：
Mesghina, Almaz;Wong, Joseph T.;Davis, Elizabeth L.;Lerner, Bella S.;Jackson-Green, Bryant J.;Richland, Lindsey E.
通讯作者：
Richland, Lindsey E.

Instructional Design, Situational Interest, and User Experience: Applications of Learning Experience Design to Promote Children’s Online Engagement. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learni

教学设计、情景兴趣和用户体验：学习体验设计在促进儿童在线参与方面的应用。