RAPID: Emerging Adults’ Daily Well-Being, Social Experiences, and Academic Persistence in the Context of the COVID-19 Pandemic

RAPID:COVID-19 大流行背景下的新兴成年人的日常福祉、社交经历和学业坚持

基本信息

  • 批准号:
    2028034
  • 负责人:
  • 金额:
    $ 13.2万
  • 依托单位:
  • 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:
    2020-05-01 至 2023-04-30
  • 项目状态:
    已结题

项目摘要

Rapid societal shifts associated with the COVID-19 pandemic have necessitated that education move online. Such shifts also increase students’ exposure to online discrimination, which can in turn negatively impact students’ academic performance and development. Prior research suggests that discrimination can push students away from pursuing STEM careers at a moment when a diverse, interdisciplinary STEM workforce is critical to confronting complex scientific challenges. In traditional in-person educational settings, positive interactions with diverse classmates and instructors can facilitate the maintenance of cognitive performance, educational attainment, and STEM participation despite negative experiences. Whether these positive interactions transfer to an online context, and whether they similarly buffer the effects of discrimination, is less understood. This study captures important daily variations in students’ well-being and academic outcomes that can inform future university practices regarding education and student wellness during crises. The findings may be of particular interest to educational institutions that have been forced to quickly shift to online instruction. As the COVID-19 pandemic demonstrates, there is a need for novel ideas and excellent leadership in STEM fields. This study will identify factors that may protect and promote STEM career outcomes.This project capitalizes on an existing ethnically diverse sample of college STEM majors who previously (pre-pandemic) reported on their daily in-class experiences, well-being, and academic outcomes. The present study collects additional data, using nearly identical methods, across two 7-day cycles. The project aims to: (1) Describe the frequency of daily discrimination experienced by college-aged ethnically diverse STEM majors; (2) Assess the extent to which rates of discrimination differ from their pre-pandemic levels; (3) Examine whether daily discrimination is correlated with STEM students’ day-to-day well-being, academic efficacy, and outcome expectations for their future STEM careers; and (4) Explore digital peer and university social supports as moderators of associations between daily discrimination and outcomes in a context of limited in-person interaction. Exploratory open-ended questions will identify participants’ educational experiences related to COVID-19.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.
与COVID-19大流行相关的快速社会变化使教育有必要在线进行。这种转变也增加了学生遭受网上歧视的风险,这反过来又会对学生的学业成绩和发展产生负面影响。先前的研究表明,歧视可能会促使学生放弃追求STEM职业,而此时多元化的跨学科STEM劳动力对于应对复杂的科学挑战至关重要。在传统的面对面教育环境中,与不同的同学和教师进行积极的互动可以促进认知表现,教育成就和STEM参与的保持,尽管有负面的经历。这些积极的互动是否会转移到网络环境中,以及它们是否同样会缓冲歧视的影响,人们还不太了解。这项研究捕捉了学生幸福感和学业成绩的重要日常变化,可以为未来大学在危机期间的教育和学生健康实践提供信息。这些发现可能对那些被迫迅速转向在线教学的教育机构特别感兴趣。正如COVID-19大流行所表明的那样,STEM领域需要新颖的想法和优秀的领导力。这项研究将确定可能保护和促进STEM职业成果的因素。该项目利用了现有的多种族大学STEM专业样本,这些样本以前(疫情前)报告了他们的日常课堂体验,幸福感和学术成果。本研究使用几乎相同的方法收集了两个7天周期的额外数据。该项目旨在:(1)描述不同种族的STEM专业大学生每天遭受歧视的频率;(2)评估歧视率与大流行前水平的差异程度;(3)检查日常歧视是否与STEM学生的日常幸福感,学术效能以及对未来STEM职业的结果预期相关;和(4)探索数字同龄人和大学的社会支持,作为日常歧视和结果之间的关联在有限的面对面互动的背景下的调节器。探索性开放式问题将确定参与者与COVID-19相关的教育经历。该奖项反映了NSF的法定使命,并通过使用基金会的知识价值和更广泛的影响审查标准进行评估,被认为值得支持。

项目成果

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