教育,打断了

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jennifer Thompson, S. Fraser, I. Archambault, N. Beauregard, V. Dupéré, K. Frohlich
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引用次数: 8

摘要

在2019冠状病毒病大流行期间对青年福祉的担忧中,一个有据可查的影响是青年的动机,特别是在上学方面。然而,仍有许多问题有待解决:年轻人是如何获得动力的?什么因素影响他们的动机?年轻人对动机的体验有何不同?本文通过参与式视觉研究探讨了年轻人在大流行第一波期间的动力体验。2020年春季,魁北克私立和公立中学系统对学校关闭的反应截然不同。私立学校在大约两周内转向远程教育,而公立学校花了近两个月的时间才提供正式教学。将青年对动机的描述与青年对私立和公立学校系统不平等的关注进行对话,为重新审视作为既定动机理论的自我决定理论提供了丰富的机会。Youth的分析促使我们重新审视这一理论中“结构”的概念化,以及结构如何在动机研究中为解释更多宏观结构不平等提供一个结合点。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Schooling, Interrupted
Among the concerns about youth wellbeing during the COVID-19 pandemic, one well-documented impact is youth motivation, particularly in relation to schooling. Yet many questions remain: How are youth experiencing motivation? What factors affect their motivation? How are youth differentially experiencing motivation? This article addresses young people’s experiences of motivation during the first wave of the pandemic as explored through participatory visual research. In Spring 2020, the Quebec private and public secondary school systems responded very differently to school closures. Private schools pivoted to distance learning within about two weeks, whereas public schools took almost two months to provide formal instruction. Bringing youth’s accounts of motivation into conversation with youth’s concerns about the inequities across the private and public school systems offers a rich opportunity to revisit Self-Determination Theory as an established theory of motivation. Youth’s analyses urge us to revisit the conceptualization of “structure” within this theory and how structure might offer a junction for accounting for more macrostructural inequalities within motivation research.
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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