Olufunmilayo Telli, Lindsey Mountcastle, Brianna L Jehl, Angel Munoz-Osorio, Lynnda M Dahlquist, Ashani Jayasekera, Aryn Dougherty, Raquel Castillo, Kollin Miner
{"title":"新冠肺炎校园关闭对大学生的影响","authors":"Olufunmilayo Telli, Lindsey Mountcastle, Brianna L Jehl, Angel Munoz-Osorio, Lynnda M Dahlquist, Ashani Jayasekera, Aryn Dougherty, Raquel Castillo, Kollin Miner","doi":"10.1177/00986283211043924","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>The COVID-19 pandemic resulted in an abrupt transition from in-person to online learning in Spring 2020.</p><p><strong>Objective: </strong>The purpose of this study was to identify the impact of the transition on undergraduates during the period following the campus closure.</p><p><strong>Method: </strong>131 psychology undergraduate students completed an online survey of how the COVID-19 closure had impacted their academics, online learning environment, and traumatic stress symptoms (using the Posttraumatic Stress Disorder Checklist for the DSM-5).</p><p><strong>Results: </strong>Most participants reported increased academic difficulty compared to before closure. Approximately 30% reported elevated traumatic stress symptoms. Greater traumatic stress was associated with greater difficulty completing assignments, more limited access to the internet and quiet places to study, and greater sibling-care responsibilities.</p><p><strong>Conclusions: </strong>The acute transition to online instruction posed academic and emotional challenges to many students, especially those from environments with competing demands or less access to academic supports. Follow-up evaluation is needed to determine whether these difficulties have persisted in subsequent semesters of online instruction.</p><p><strong>Teaching implication: </strong>Instructors should anticipate the emotional and academic needs of students who are relatively unfamiliar with online instruction and consider ways to minimize negative environmental impacts and increase access to mental health resources.</p>","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10261954/pdf/10.1177_00986283211043924.pdf","citationCount":"4","resultStr":"{\"title\":\"Impact of COVID-19 Campus Closure on Undergraduates.\",\"authors\":\"Olufunmilayo Telli, Lindsey Mountcastle, Brianna L Jehl, Angel Munoz-Osorio, Lynnda M Dahlquist, Ashani Jayasekera, Aryn Dougherty, Raquel Castillo, Kollin Miner\",\"doi\":\"10.1177/00986283211043924\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>The COVID-19 pandemic resulted in an abrupt transition from in-person to online learning in Spring 2020.</p><p><strong>Objective: </strong>The purpose of this study was to identify the impact of the transition on undergraduates during the period following the campus closure.</p><p><strong>Method: </strong>131 psychology undergraduate students completed an online survey of how the COVID-19 closure had impacted their academics, online learning environment, and traumatic stress symptoms (using the Posttraumatic Stress Disorder Checklist for the DSM-5).</p><p><strong>Results: </strong>Most participants reported increased academic difficulty compared to before closure. Approximately 30% reported elevated traumatic stress symptoms. Greater traumatic stress was associated with greater difficulty completing assignments, more limited access to the internet and quiet places to study, and greater sibling-care responsibilities.</p><p><strong>Conclusions: </strong>The acute transition to online instruction posed academic and emotional challenges to many students, especially those from environments with competing demands or less access to academic supports. Follow-up evaluation is needed to determine whether these difficulties have persisted in subsequent semesters of online instruction.</p><p><strong>Teaching implication: </strong>Instructors should anticipate the emotional and academic needs of students who are relatively unfamiliar with online instruction and consider ways to minimize negative environmental impacts and increase access to mental health resources.</p>\",\"PeriodicalId\":47708,\"journal\":{\"name\":\"Teaching of Psychology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2023-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10261954/pdf/10.1177_00986283211043924.pdf\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching of Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1177/00986283211043924\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching of Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/00986283211043924","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Impact of COVID-19 Campus Closure on Undergraduates.
Background: The COVID-19 pandemic resulted in an abrupt transition from in-person to online learning in Spring 2020.
Objective: The purpose of this study was to identify the impact of the transition on undergraduates during the period following the campus closure.
Method: 131 psychology undergraduate students completed an online survey of how the COVID-19 closure had impacted their academics, online learning environment, and traumatic stress symptoms (using the Posttraumatic Stress Disorder Checklist for the DSM-5).
Results: Most participants reported increased academic difficulty compared to before closure. Approximately 30% reported elevated traumatic stress symptoms. Greater traumatic stress was associated with greater difficulty completing assignments, more limited access to the internet and quiet places to study, and greater sibling-care responsibilities.
Conclusions: The acute transition to online instruction posed academic and emotional challenges to many students, especially those from environments with competing demands or less access to academic supports. Follow-up evaluation is needed to determine whether these difficulties have persisted in subsequent semesters of online instruction.
Teaching implication: Instructors should anticipate the emotional and academic needs of students who are relatively unfamiliar with online instruction and consider ways to minimize negative environmental impacts and increase access to mental health resources.
期刊介绍:
Basic and introductory psychology courses are the most popular electives on college campuses and a rapidly growing addition to high school curriculums. As such, Teaching of Psychology is indispensable as a source book for teaching methods and as a forum for new ideas. Dedicated to improving the learning and teaching process at all educational levels, this journal has established itself as a leading source of information and inspiration for all who teach psychology. Coverage includes empirical research on teaching and learning; studies of teacher or student characteristics; subject matter or content reviews for class use; investigations of student, course, or teacher assessment; professional problems of teachers; essays on teaching.