大流行病过山车:大学生在 COVID-19 之前、期间和之后的情感疲惫、满意度、热情和辍学意向轨迹

IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Teaching and Teacher Education Pub Date : 2024-07-23 DOI:10.1016/j.tate.2024.104709
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引用次数: 0

摘要

COVID-19 大流行可能会对大学生的幸福感和积极性产生持久影响。然而,现有的关于大学生幸福感和学习动机的研究并未涵盖大流行前、中和后的整个时期。本研究调查了 2020 年至 2023 年德国大学生的幸福感(情绪衰竭、学习满意度)和学习动机(辍学意愿、学习热情)。来自 1967 名学生的潜在变化得分模型显示,与 2020 年相比,2021-2023 年学生的情绪衰竭和辍学意愿有所上升。学习满意度最初在 2021 年停课期间有所上升,但随后有所下降,而学习热情则保持稳定。这些发现强调,大学需要持续提供支持,以减轻与大流行病相关的学生困扰。
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Pandemic rollercoaster: University students’ trajectories of emotional exhaustion, satisfaction, enthusiasm, and dropout intentions pre-, during, and post-COVID-19

The COVID-19 pandemic might have lasting effects on university students' well-being and motivation. However, existing studies examining students’ well-being and motivation have not covered the entire pre, during and post-pandemic period. This study investigated German university students' well-being (emotional exhaustion, study satisfaction) and motivation (dropout intentions, enthusiasm) from 2020 to 2023. Latent Change Score Models from 1967 students indicated increased emotional exhaustion and dropout intentions in 2021–2023 compared to 2020. Study satisfaction initially rose during the 2021 lockdown but declined subsequently, while enthusiasm remained stable. These findings emphasize the need for ongoing university support to mitigate pandemic-related student distress.

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来源期刊
Teaching and Teacher Education
Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.50
自引率
12.80%
发文量
294
审稿时长
86 days
期刊介绍: Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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