没有损失就没有收获?2019冠状病毒病学校停课与瑞士五年级学生数学能力和自我概念

IF 1.8 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Miriam Compagnoni, B. Rechsteiner, U. Grob, Nicole Bayer, A. Wullschleger, Katharina Maag Merki
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引用次数: 0

摘要

摘要:2020年春季新冠肺炎疫情导致学校停课,打乱了学生的学习常规,对学生的能力习得和自我概念提出了巨大挑战。对学校关闭可能造成的学习损失的担忧,特别是对弱势学生而言,是有道理的,但目前可获得的经验证据仍然很少,在不同的背景下差异很大,并且忽略了能力和自我概念的相互影响。为了解决这些缺点,本文首先提供了关于8周学校关闭对瑞士小学生数学能力的影响的见解。利用倾向得分匹配,利用基于irt的数学测试,对学校重新开放后不久的2020年春末1299名五年级学生的数据与上一年队列(n = 11,314)的数据进行了横断面比较。结果显示,当以非德语为第一语言的孩子被研究时,数学能力没有显著差异,也没有证据表明不平等增加。其次,利用基于三个测量点的随机截距交叉滞后面板模型,纵向评估了2019/20学年(疫情首次爆发时)数学自我概念的变化,以及数学能力和数学自我概念的相互影响(n = 1299)。结果表明,高等数学自我概念和数学自我概念在学校关闭期间的积极变化与高等数学学习收益有关。以德语为第一语言(与非德语)的儿童出现了不同的发展轨迹。因此,这项研究有助于更好地理解流行病导致的学校关闭对学习的影响,并相对地分析了短期学校关闭对数学能力造成的令人担忧的负面影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
No Loss, No Gain? COVID-19 school closures and Swiss fifth-graders' competencies and self-concept in mathematics
Abstract: COVID-19-related school closures in spring 2020 interrupted learning routines and posed a great challenge for students' competencies acquisition and self-concepts. Concerns about possible learning losses due to school closures, especially for disadvantaged students, are justified, but the currently available empirical evidence is still scarce, varies greatly with regard to context, and neglects reciprocal effects of competencies and self-concept. To address these shortcomings, this paper first provides insights on the effect that the 8 weeks of school closures had on Swiss primary school students' math competencies. IRT-based math tests were used to cross-sectionally compare data from 1,299 students in Grade 5 in late spring 2020 shortly after the reopening of schools with data from a previous year's cohort ( n = 11,314) using propensity score matching. The results revealed no significant differences in math competencies and no evidence of an increase in inequality when children with not German (vs German) as their first language were studied. Second, changes in math self-concepts in the school year 2019/20, when the pandemic first hit, as well as reciprocal effects of math competencies and math self-concept were assessed longitudinally ( n = 1,299) using random intercept cross-lagged panel models based on three measurement points. Results showed that higher math self-concept and positive change in math self-concept over the time of school closures were related to higher learning gains. Different development trajectories for children with German (vs not German) first language emerged. The study therefore fosters a better understanding of the effect that pandemic-induced school closures had on learning and relativizes the feared negative effects on math competencies caused by short school closures.
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来源期刊
Zeitschrift Fur Padagogische Psychologie
Zeitschrift Fur Padagogische Psychologie PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.70
自引率
4.80%
发文量
30
期刊介绍: Die Zeitschrift publiziert Beiträge aus dem Gesamtgebiet der Pädagogischen Psychologie. Alle eingereichten Beiträge werden einem anonymen Begutachtungsverfahren unterzogen ("blind peer-review").
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