模糊损失、压力、共同应对和复原力:基于新冠肺炎大流行期间K-12教师经历和人际沟通的混合方法分析

IF 0.9 Q3 COMMUNICATION

COMMUNICATION EDUCATION Pub Date : 2022-07-27 DOI:10.1080/03634523.2022.2104331

Erin S. Craw, Jennifer L. Bevan

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引用次数: 2

摘要

摘要由于新冠肺炎大流行，美国各地的K-12教师经历了前所未有的角色变化，造成了模糊和压力。这项研究采用了混合方法来调查K-12教师在疫情期间应对压力的经历。调查涉及两个阶段的数据收集，从形成性焦点小组开始，为第二阶段的在线调查的发展提供信息。12名教师参加了第一阶段（K-5年级），163名教师（K-12年级）完成了在线调查，以确定在第二阶段疫情期间，模糊损失如何影响教学中的复原力。研究结果支持了一种预测，即与疫情相关的模糊损失可能通过增加压力和共同应对间接导致韧性增强。

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Ambiguous loss, stress, communal coping, and resilience: a mixed-methods analysis of K-12 teachers’ experiences and interpersonal communication during the COVID-19 pandemic

ABSTRACT K-12 teachers throughout the United States have experienced unprecedented changes to their roles due to the COVID-19 pandemic, creating ambiguity and stress. This study took a mixed-methods approach to investigate K-12 teachers’ experiences coping with stress during the pandemic. The investigation involved two phases of data collection, beginning with formative focus groups that informed the development of an online survey in the second phase. Twelve teachers participated in the first phase (grades K-5), and 163 teachers (grades K-12) completed the online survey to determine how ambiguous loss impacts resilience in the context of teaching during the pandemic in the second phase. Results support the prediction that pandemic-related ambiguous loss may lead to enhanced resilience indirectly through increased stress and communal coping.

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来源期刊

COMMUNICATION EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

34.80%

发文量

期刊介绍： Communication Education is a peer-reviewed publication of the National Communication Association. Communication Education publishes original scholarship that advances understanding of the role of communication in the teaching and learning process in diverse spaces, structures, and interactions, within and outside of academia. Communication Education welcomes scholarship from diverse perspectives and methodologies, including quantitative, qualitative, and critical/textual approaches. All submissions must be methodologically rigorous and theoretically grounded and geared toward advancing knowledge production in communication, teaching, and learning. Scholarship in Communication Education addresses the intersections of communication, teaching, and learning related to topics and contexts that include but are not limited to: • student/teacher relationships • student/teacher characteristics • student/teacher identity construction • student learning outcomes • student engagement • diversity, inclusion, and difference • social justice • instructional technology/social media • the basic communication course • service learning • communication across the curriculum • communication instruction in business and the professions • communication instruction in civic arenas In addition to articles, the journal will publish occasional scholarly exchanges on topics related to communication, teaching, and learning, such as: • Analytic review articles: agenda-setting pieces including examinations of key questions about the field • Forum essays: themed pieces for dialogue or debate on current communication, teaching, and learning issues