Abstract

The COVID-19 disruption presented considerable challenges for university students, requiring the sudden need for increased engagement in remote learning environments and the ability to cope with academic and familial demands. To examine how students self-regulated their learning during the disruption, we surveyed undergraduates (n = 226) enrolled in four sections of a large biology course once during the first week of the semester, immediately after the disruption, and through the end of the semester. The results indicated significant decreases in student motivation, increases in students’ perceived costs, and quadratic changes in self-reported coping strategies and mental depletion during disrupted learning. In a final model, students’ self-efficacy and perceptions of cost, as well as feelings of anger and personal responsibility for family combined to form a parsimonious set of predictors that explained variance in course performance.

摘要

COVID-19 中断给大学生带来了相当大的挑战，要求突然需要增加对远程学习环境的参与以及应对学术和家庭需求的能力。为了检验学生在中断期间如何自我调节学习，我们调查了在学期的第一周、中断之后以及整个学期结束时参加大型生物学课程的四个部分的本科生（n = 226）。学期。结果表明，在学习中断期间，学生的积极性显着下降，学生的感知成本增加，自我报告的应对策略和心理耗竭呈二次方变化。在最终模型中，学生的自我效能感和对成本的看法，