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Impacts of university lockdown during the coronavirus pandemic on college students’ academic achievement and critical thinking: A longitudinal study

The outbreak of the coronavirus disease 2019 (COVID-19) has resulted in widespread university lockdown. However, impacts of the university lockdown on the learning and academic development of university students have not been thoroughly investigated. The current study examined college students’ chan...

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Autores principales: Lv, Xiaojing, Ma, Juanjuan, Brinthaupt, Thomas M., Zhao, Shaochun, Ren, Xuezhu
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9643715/
https://www.ncbi.nlm.nih.gov/pubmed/36389610
http://dx.doi.org/10.3389/fpsyg.2022.995784
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author Lv, Xiaojing
Ma, Juanjuan
Brinthaupt, Thomas M.
Zhao, Shaochun
Ren, Xuezhu
author_facet Lv, Xiaojing
Ma, Juanjuan
Brinthaupt, Thomas M.
Zhao, Shaochun
Ren, Xuezhu
author_sort Lv, Xiaojing
collection PubMed
description The outbreak of the coronavirus disease 2019 (COVID-19) has resulted in widespread university lockdown. However, impacts of the university lockdown on the learning and academic development of university students have not been thoroughly investigated. The current study examined college students’ changes of learning outcomes during the COVID-19 lockdown period and clarified what might explain individual differences in students’ learning outcomes after they had learned from home for a whole semester when universities were physically closed due to the COVID-19 pandemic. Data were derived from a longitudinal study examining the development of college students including students’ academic achievement and critical thinking (including both skills and dispositions) before and after the university lockdown. We observed significant decreases in critical thinking skills and dispositions from pre- to post-lockdown. Both perceived academic achievement and critical thinking exhibited greater variability after the lockdown. In addition, students’ readiness for online learning, especially their self-management skills, consistently predicted post-lockdown learning outcomes after controlling for pre-lockdown outcomes and family socioeconomic status (SES). Those who have assumed more responsibilities at home, or who were more vulnerable to emotional distress during the pandemic, performed less well in post-lockdown learning outcomes. These findings call for better management of student learning and development when major changes are required in higher education practices for responding to the ongoing COVID-19 crisis as well as other potential situations.
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spelling pubmed-96437152022-11-15 Impacts of university lockdown during the coronavirus pandemic on college students’ academic achievement and critical thinking: A longitudinal study Lv, Xiaojing Ma, Juanjuan Brinthaupt, Thomas M. Zhao, Shaochun Ren, Xuezhu Front Psychol Psychology The outbreak of the coronavirus disease 2019 (COVID-19) has resulted in widespread university lockdown. However, impacts of the university lockdown on the learning and academic development of university students have not been thoroughly investigated. The current study examined college students’ changes of learning outcomes during the COVID-19 lockdown period and clarified what might explain individual differences in students’ learning outcomes after they had learned from home for a whole semester when universities were physically closed due to the COVID-19 pandemic. Data were derived from a longitudinal study examining the development of college students including students’ academic achievement and critical thinking (including both skills and dispositions) before and after the university lockdown. We observed significant decreases in critical thinking skills and dispositions from pre- to post-lockdown. Both perceived academic achievement and critical thinking exhibited greater variability after the lockdown. In addition, students’ readiness for online learning, especially their self-management skills, consistently predicted post-lockdown learning outcomes after controlling for pre-lockdown outcomes and family socioeconomic status (SES). Those who have assumed more responsibilities at home, or who were more vulnerable to emotional distress during the pandemic, performed less well in post-lockdown learning outcomes. These findings call for better management of student learning and development when major changes are required in higher education practices for responding to the ongoing COVID-19 crisis as well as other potential situations. Frontiers Media S.A. 2022-10-26 /pmc/articles/PMC9643715/ /pubmed/36389610 http://dx.doi.org/10.3389/fpsyg.2022.995784 Text en Copyright © 2022 Lv, Ma, Brinthaupt, Zhao and Ren. https://creativecommons.org/licenses/by/4.0/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.
spellingShingle Psychology
Lv, Xiaojing
Ma, Juanjuan
Brinthaupt, Thomas M.
Zhao, Shaochun
Ren, Xuezhu
Impacts of university lockdown during the coronavirus pandemic on college students’ academic achievement and critical thinking: A longitudinal study
title Impacts of university lockdown during the coronavirus pandemic on college students’ academic achievement and critical thinking: A longitudinal study
title_full Impacts of university lockdown during the coronavirus pandemic on college students’ academic achievement and critical thinking: A longitudinal study
title_fullStr Impacts of university lockdown during the coronavirus pandemic on college students’ academic achievement and critical thinking: A longitudinal study
title_full_unstemmed Impacts of university lockdown during the coronavirus pandemic on college students’ academic achievement and critical thinking: A longitudinal study
title_short Impacts of university lockdown during the coronavirus pandemic on college students’ academic achievement and critical thinking: A longitudinal study
title_sort impacts of university lockdown during the coronavirus pandemic on college students’ academic achievement and critical thinking: a longitudinal study
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9643715/
https://www.ncbi.nlm.nih.gov/pubmed/36389610
http://dx.doi.org/10.3389/fpsyg.2022.995784
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