Emilie E. Caron, Allison C. Drody, Jonathan S. A. Carriere, Daniel Smilek
{"title":"The impact of a global pandemic on undergraduate learning experiences: lifting the restrictions","authors":"Emilie E. Caron, Allison C. Drody, Jonathan S. A. Carriere, Daniel Smilek","doi":"10.1007/s10212-023-00790-6","DOIUrl":null,"url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Aim</h3><p>The aim of this study is to determine how students believe their learning-related experiences (i.e., attention, affect, and time perception) have changed over the course of the pandemic.</p><h3 data-test=\"abstract-sub-heading\">Subject and methods</h3><p>This study documented students’ (<i>N</i><sub><i>analyzed</i></sub> = 191) relative judgments of change between their <i>current</i> experiences (measured April 2022) and their remembered experiences from three different timepoints: (1) before the pandemic-related restrictions (before March 2020; pre-restriction), (2) immediately after the restrictions were implemented (spring 2020; early restriction), and (3) immediately after they were lifted (~ winter/spring 2022; post-restriction). This study also captured how students predicted their experiences would change in the future.</p><h3 data-test=\"abstract-sub-heading\">Results and conclusion</h3><p>Roughly 2 years after pandemic-related restrictions were introduced, students reported perceiving reductions in their attention, affect, and time-perception compared to their remembered pre- and early restriction learning-related experiences. They also reported perceived reductions in their attention and affect even as pandemic-related restrictions were beginning to lift, though these declines were slightly attenuated. Regarding the future, students were optimistic that their learning-related experiences would improve in the coming months. These findings can support the creation of future approaches targeting the improvement of attention, affect, and productivity in learning and performance-based environments.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"66 1","pages":""},"PeriodicalIF":2.7000,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Psychology of Education","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10212-023-00790-6","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 0
Abstract
Aim
The aim of this study is to determine how students believe their learning-related experiences (i.e., attention, affect, and time perception) have changed over the course of the pandemic.
Subject and methods
This study documented students’ (Nanalyzed = 191) relative judgments of change between their current experiences (measured April 2022) and their remembered experiences from three different timepoints: (1) before the pandemic-related restrictions (before March 2020; pre-restriction), (2) immediately after the restrictions were implemented (spring 2020; early restriction), and (3) immediately after they were lifted (~ winter/spring 2022; post-restriction). This study also captured how students predicted their experiences would change in the future.
Results and conclusion
Roughly 2 years after pandemic-related restrictions were introduced, students reported perceiving reductions in their attention, affect, and time-perception compared to their remembered pre- and early restriction learning-related experiences. They also reported perceived reductions in their attention and affect even as pandemic-related restrictions were beginning to lift, though these declines were slightly attenuated. Regarding the future, students were optimistic that their learning-related experiences would improve in the coming months. These findings can support the creation of future approaches targeting the improvement of attention, affect, and productivity in learning and performance-based environments.
期刊介绍：
The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
