新冠肺炎大流行期间大学生远程学习压力/紧张的预测因素和中介因素:自决理论视角

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Oxford Review of Education Pub Date : 2023-05-02 DOI:10.1080/03054985.2023.2197203
Elif Manuoğlu, Elis Güngör
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引用次数: 0

摘要

由于降低教室感染风险的全球限制措施,在新冠肺炎大流行期间,从面对面教育向远程学习的过渡是必要的。本研究以自决理论为基础,试图探索疫情如何影响远程学习中的大学生。具体而言,该研究考察了压力/紧张的预测因素,并试图确定大学生压力/紧张相关因素的独特和中介作用。这项横断面研究是对土耳其不同大学不同系的432名大学生进行的。该在线调查于2020年10月最后一周至12月第二周进行。我们的研究结果表明,压力/紧张与新冠肺炎特有的担忧之间存在积极联系。此外,学习氛围与压力/紧张之间以及感知能力与压力/张力之间存在负相关。此外,学习氛围介导了新冠特定担忧与压力/紧张之间的联系。本研究的数据取决于学生在疫情期间的学术(学习氛围)和非学术(新冠肺炎担忧)经历。讨论了研究设计的方法论局限性。
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Predictors and mediators of pressure/tension in university students’ distance learning during the Covid-19 pandemic: A self-determination theory perspective
Due to the global restrictions to decrease the risk of infection in classrooms, the transition from face-to-face education to distance learning was a necessity during the Covid-19 pandemic. Grounded in Self-Determination Theory, the present research sought to explore how the pandemic affects university students during distance learning. Specifically, the study examined the predictors of pressure/tension and attempted to identify the unique and mediator roles of correlates of pressure/tension of university students. This cross-sectional study was conducted with 432 university students from different departments of different universities in Turkey. The online survey was administered between the last week of October and the second week of December 2020. Our findings revealed that there is a positive association between pressure/tension and Covid-specific worry. Also, there is a negative association between learning climate and pressure/tension and between perceived competence and pressure/tension. Further, learning climate mediated the link between Covid-specific worry and pressure/tension. The data of the present study depends on students' academic (learning climate) and also non-academic (Covid worry) experiences during the pandemic. Methodological limitations concerning the research design are discussed.
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来源期刊
Oxford Review of Education
Oxford Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
0.00%
发文量
39
期刊介绍: The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.
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