Distressed to Distracted: Examining Undergraduate Learning and Stress Regulation during the COVID-19 Pandemic

Autor/inn/en	Mesghina, Almaz; Wong, Joseph T.; Davis, Elizabeth L.; Lerner, Bella S.; Jackson-Green, Bryant J.; Richland, Lindsey E.
Titel	Distressed to Distracted: Examining Undergraduate Learning and Stress Regulation during the COVID-19 Pandemic
Quelle	In: AERA Open, 7 (2021) 1, (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
DOI	10.1177/23328584211065721
Schlagwörter	Undergraduate Students; Stress Management; First Generation College Students; Hispanic American Students; Females; COVID-19; Pandemics; Academic Achievement; Emotional Disturbances; Learning Processes; Neurosciences; Asynchronous Communication; Metacognition; Disadvantaged; Self Concept; Attention Control; Student Attitudes; Distance Education; Intervention; Anxiety; Likert Scales; State Trait Anxiety Inventory + Suchen Sie Ihr Suchwort? Stressmanagement; Stressbewältigung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Schulleistung; Gefühlsstörung; Learning process; Lernprozess; Neuroscience; Neurowissenschaften; Neurowissenschaft; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstkonzept; Aufmerksamkeitstest; Schülerverhalten; Distance study; Distance learning; Fernunterricht; Angst; Likert-Skala
Abstract	Undergraduates' distress has increased dramatically since the COVID-19 pandemic's onset, raising concerns for academic achievement. Yet little is known about the mechanisms by which pandemic-related distress may affect students' learning and performance, and consequently, how we might intervene to promote student achievement despite the continuing crisis. Across two studies with nearly 700 undergraduates, we highlight the mediating role of distraction: undergraduates higher in COVID-19 distress saw lower learning gains from an asynchronous neuroscience lesson due to increased mind wandering during the lesson. We replicate and extend this finding in Study 2: probing what pandemic-related stressors worried students and revealing systematic differences among students of marginalized identities, with largest impacts on first-generation, Latinx women. We also examined whether stress reappraisal or mindfulness practices may mitigate the observed distress-to-distraction pathway. Only mindfulness reduced mind wandering, though this did not translate to learning. We conclude with implications for practice and future research. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01