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      Teachers' Perception of Student Coping With Emergency Remote Instruction During the COVID-19 Pandemic: The Relative Impact of Educator Demographics and Professional Adaptation and Adjustment

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          Abstract

          The outbreak of the COVID-19 pandemic has upended lives and thrown the taken for granted into disarray. One of the most affected groups were teachers and students, faced with the necessity of school closures and—where logistically feasible—an urgent shift to emergency remote instruction, often with little prior notice. In this contribution, based on an online survey involving participants from 91 countries, we offer a perspective bridging the two groups, by investigating the role of teachers' demographics and professional adaptation to emergency remote teaching in their perception of how their students were coping with the novel situation. The resultant model explains 51% of variance, and highlights the relative weights of the predictor variables. Given the importance of teacher perceptions in the effectiveness of their instruction, the findings may offer valuable guidelines for future training and intervention programs.

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          Most cited references103

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          Comparative fit indexes in structural models.

          Normed and nonnormed fit indexes are frequently used as adjuncts to chi-square statistics for evaluating the fit of a structural model. A drawback of existing indexes is that they estimate no known population parameters. A new coefficient is proposed to summarize the relative reduction in the noncentrality parameters of two nested models. Two estimators of the coefficient yield new normed (CFI) and nonnormed (FI) fit indexes. CFI avoids the underestimation of fit often noted in small samples for Bentler and Bonett's (1980) normed fit index (NFI). FI is a linear function of Bentler and Bonett's non-normed fit index (NNFI) that avoids the extreme underestimation and overestimation often found in NNFI. Asymptotically, CFI, FI, NFI, and a new index developed by Bollen are equivalent measures of comparative fit, whereas NNFI measures relative fit by comparing noncentrality per degree of freedom. All of the indexes are generalized to permit use of Wald and Lagrange multiplier statistics. An example illustrates the behavior of these indexes under conditions of correct specification and misspecification. The new fit indexes perform very well at all sample sizes.
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            Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification.

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              You want to measure coping but your protocol's too long: consider the brief COPE.

              Studies of coping in applied settings often confront the need to minimize time demands on participants. The problem of participant response burden is exacerbated further by the fact that these studies typically are designed to test multiple hypotheses with the same sample, a strategy that entails the use of many time-consuming measures. Such research would benefit from a brief measure of coping assessing several responses known to be relevant to effective and ineffective coping. This article presents such a brief form of a previously published measure called the COPE inventory (Carver, Scheier, & Weintraub, 1989), which has proven to be useful in health-related research. The Brief COPE omits two scales of the full COPE, reduces others to two items per scale, and adds one scale. Psychometric properties of the Brief COPE are reported, derived from a sample of adults participating in a study of the process of recovery after Hurricane Andrew.
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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                22 April 2021
                2021
                22 April 2021
                : 12
                : 648443
                Affiliations
                [1] 1Institute of Applied Linguistics, University of Warsaw , Warsaw, Poland
                [2] 2Institute of Linguistics, University of Silesia , Sosnowiec, Poland
                Author notes

                Edited by: Michael S. Dempsey, Boston University, United States

                Reviewed by: Mwarumba Mwavita, Oklahoma State University, United States; Evangelia Karagiannopoulou, University of Ioannina, Greece

                *Correspondence: Michał B. Paradowski m.b.paradowski@ 123456uw.edu.pl

                This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2021.648443
                8100689
                33967909
                1985812b-2723-48a9-92e7-3a23117132e4
                Copyright © 2021 Jelińska and Paradowski.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 31 December 2020
                : 02 March 2021
                Page count
                Figures: 0, Tables: 11, Equations: 0, References: 112, Pages: 15, Words: 10777
                Funding
                Funded by: Narodowe Centrum Nauki 10.13039/501100004281
                Award ID: 2016/22/E/HS2/00034
                Categories
                Psychology
                Original Research

                Clinical Psychology & Psychiatry
                educational psychology,covid-19 pandemic,evaluation,emergency remote teaching,school closure,distance learning,perception of student coping,professional adaptation

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