To date, there remains limited knowledge about the cognitive, motivational and psychological impact of the COVID-19 global pandemic on learners across all developmental levels. This book seeks to explore the impact of the COVID-19 global pandemic on high school, undergraduate and graduate-level learners around the world.
To date, there remains limited knowledge about the cognitive, motivational and psychological impact of the COVID-19 global pandemic on learners across all developmental levels. This book seeks to explore the impact of the COVID-19 global pandemic on high school, undergraduate and graduate-level learners around the world.
This research has been conducted in multiple countries, across multiple continents, using multiple diverse populations, using several different research methodologies, along with an emphasis on both the challenges as well as the positive outcomes that have resulted from this unprecedented event, the COVID-19 global pandemic. The concluding chapter serves to synthesize this diverse research into the effects of the pandemic on high school, undergraduate and graduate learners. Specifically, this thematic conclusion elucidates the effects of the COVID-19 global pandemic on: learner socialization, mental health and well-being, self-regulated learning, autonomy and responsibility, the experiences of underrepresented and underserved learners, technology, and familial experiences.
Chapter
1. Introduction: Examining the Cognitive and Psychological
Effects of the COVID-19 Global Pandemic on High School, College and Graduate
Learners; Jill D. Salisbury-Glennon, Chih-hsuan Wang, David M. Shannon, Yan
Dai, and Isabella Armstrong
Section I. High School Learners
Chapter
2. Effects of the COVID-19 Pandemic on College and Career Planning,
Social and Emotional Skills, and College and Career Readiness: Evidence From
ACT, Inc; Jeff Allen, Joyce Zhou-Yile Schnieders, Dana Murano, Kate Walton,
Alex Casillas, and Jeremy Burrus
Chapter
3. Examining the Academic and Psychological Experiences of Students
and Educational Stakeholders in a High School STEM Academy During the
COVID-19 Pandemic; Edward C. Fletcher Jr. and Donna Y. Ford
Chapter
4. The Effects of Mental Health, Motivation, and Learning Strategies
on High School Students Grades During COVID-19; Chih-hsuan Wang, Yan Dai,
Jianwei Dong, Kailea Q. Manning, Jill D. Salisbury-Glennon, Chin-Meng Tseng,
and David T. Marshall
Section II. Undergraduate Learners
Chapter
5. Instructional Support and the Student-Teacher Relationship in
Higher Education: Lessons Learned From Students Perceptions of Instruction
During Emergency Remote Learning; Angela D. Miller, Jeffrey Vomund, Michelle
M. Buehl,Nate S. Brophy, and Melissa Broeckelman-Post
Chapter
6. College During COVID-19: A Mixed Methods Study Examining
Undergraduate Students Academic Experiences and Responses; Mary Elizabeth
Sewell Bridges, and Melissa C. Duffy
Chapter
7. The Impact of the COVID-19 Pandemic on First-Generation
Undergraduate Students Participation in Campus Activities; Victoria Sherif,
Jean A. Patterson, and Chelsea Redger-Marquardt
Chapter
8. The Impact of the COVID-19 Pandemic on College Students With ADHD:
Implications and Interventions; Emma Quadlander-Goff, Madeline LaPolla, and
David T. Marshall
Chapter
9. Trade-Offs of Seeking Support for University Students During the
Pandemic; Lisa H. Rosen, Linda J. Rubin, Meredith Higgins, and Paul Yeatts
Chapter
10. Balancing Work and School During the Time of COVID-19: Lessons
Learned From Online Pre- and In-Service Teacher Training; Samantha Tackett,
Meagan Arrastía-Chisholm, and Kelly M. Torres
Chapter
11. Underserved and Underrepresented College Students Resilience
During COVID-19; Jessica Meléndez Tyler, Joanna Collins, David Shannon, Jamie
Carney, and Madeline LaPolla
Chapter
12. Perceptions and Attitudes of Nursing Students Transition to
Remote Instruction During COVID-19; Kailea Q. Manning, Chih-hsuan Wang, Ann
Lambert, Meghan C. Jones, Tiffani Chidume, Jianwei Dong, Amy Curtis, and Lynn
Greenleaf Brown
Chapter
13. Exploring the Online Academic Acculturation of Multilingual
Learners During COVID; Gwendolyn M. Williams and Mary S. Diamond
Chapter
14. Perspectives of Engineering Students on the Impact of COVID-19 on
the Learning and Teaching of Algebra and Differential Calculus; Valeria
Cornejo Gutiérrez, and Danelly Susana Esparza Puga
Section III. Graduate Learners
Chapter
15. Graduate Students Mental Health During COVID-19:Parenthood and
Gender; Hyeon Jean Yoo and David T. Marshall
Chapter
16. Walking the Fine Line: First-Year Doctoral Students Experiences
During COVID-19; Deja L. Trammell, Emma Quadlander-Goff, Natalie M.
Schoettler, Kamia F. Slaughter, Jessi Riel, and Danielle L.Hudson
Chapter
17. Stresses of COVID-19 for Doctoral Students in Engineering;
Jennifer G. Cromley, Karin J. Jensen, and Joseph F. Mirabelli
Chapter
18. Gender Differences in Graduate Students Adjustment, Mental
Health, Motivation and Learning Strategies During the COVID-19 Global
Pandemic; Jianwei Dong, Kailea Q. Manning, Yan Dai, Chih-hsuan Wang, Jill D.
Salisbury-Glennon, David T. Marshall, and Deja Trammell
Chapter
19. A Self-Study on Promoting Self-Regulated Learning Using
Technology During Remote Instruction; Héfer Bembenutty, Charles Raffaele, and
Daniel R. Pisari
Chapter
20. Cognitive and Psychological Effects of COVID-19: Insights From a
Systematic Meta-Review of Systematic Reviews and Meta-Analyses; Martin
Daumiller, Raven Rinas, Ingrid Schoon, and Marko Lüftenegger
Chapter
21. Examining the Cognitive and Psychological Effects of the COVID-19
Global Pandemic on High School, College and Graduate Learners: What Have We
Learned and How Can We Be Better Prepared for the Future?; Jill D.
Salisbury-Glennon, Chih-hsuan Wang, David M. Shannon, and Yan Dai
Jill D. Salisbury-Glennon, is a Professor of Educational Psychology at Auburn University, USA.
Chih-hsuan Wang is a Professor in Educational Psychology at Auburn University, USA.
David M. Shannon, Ph.D. is a Humana-Germany Sherman Distinguished Professor in Educational Research. He has served as the lead researcher or evaluator, or investigator for over 30 funded projects while at Auburn University, USA.
