Do Academic Stress, Academic Burnout, Resilience Influence Student Achievement Motivation?

Distress in online learning issues that have caused student stress, burnout and influenced student motivation achievement in the post-COVID-19 pandemic. The survey's primary purpose was to understand the effect of academic stress, burnout, and resilience on student achievement motivation. It consisted of 152 participants of Thai and international students who filled out the questionnaires. The data were analyzed utilizing SPSS (demographic data) and Smart PLS 3. The results denoted a direct and significant influence of academic stress on burnout and resilience on achievement motivation, a positive and insignificant impact of stress on resilience and burnout on achievement motivation, and a negative and non-significant influence of stress on achievement motivation and burnout on resilience. © 2023 IEEE.

Be prepared: online school experience and student achievement during the pandemic

During the COVID-19 pandemic it was clear that not all schools were equally prepared to adapt to the challenges of online learning. While many traditional public schools struggled to transition to remote teaching, cyber charter schools-which already had experience with full-time online learning-appeared to demonstrate superior academic performance and less learning loss. This success may be due in part to the greater experience of these schools with online teaching, as well as that the type of student enrolling in cyber charters changed. Further research and external peer review is necessary to confirm the validity of these findings, but in the face of uncertainty and change, it is essential that we approach education with an open mind and a willingness to consider all perspectives in order to find solutions that truly benefit our students.

Teaching demands and resources: early childhood teachers' experiences of remote and hybrid instruction during COVID-19 in the United States

Anchored in the Job Demands-Resources (JD-R) model, this study investigated the remote and hybrid teaching experiences of seven early childhood teachers (teaching preschool-1st grade) during the 2020-2021 school year amidst COVID-19 in the United States. They were all female (Age = 33-54 years, M = 44 years). Each teacher was interviewed for 30-60 min (M = 40 min) virtually via Zoom. Thematic analysis of the data revealed three main themes linked to teaching demands: (1) the challenge of implementing developmentally appropriate practice effectively, (2) the difficulty of managing the increased teaching workload, and (3) the barriers to promoting student engagement. It also highlighted two salient themes related to teaching resources: (1) institutional support, and (2) emotional support from the students' parents. Embedded within institutional support, there were two distinct types: (1) vertical support, referring to the professional and emotional support from education leaders, and (2) horizontal support, referring to the instrumental and emotional support from fellow teachers.

A phenomenological study of parental involvement and the role it plays in student behavior and achievement in grades 9-12

The discussion surrounding parental involvement and how much of a role it plays in the lives of young students is nothing new to education. Parents are indeed the student's first teachers;therefore, it is important that they continue that role as the students grow and develop in the ongoing years. The purpose of this qualitative phenomenological study was to explore the parents' perceptions regarding parental involvement and its connection to student achievement and behavior in high school since the COVID-19 pandemic. Using snowball sampling, I recruited 11 participants to answer a questionnaire. There were six themes created to answer each of the research questions. Research question one consisted of four themes: Involvement before the COVID-19 pandemic was evident, parental involvement increased during the COVID-19 pandemic, challenges did not deter involvement, and since the COVID-19 pandemic, student academic progress has improved. Research Question 2 consisted of two themes: The behavior of the student changed since the COVID-19 pandemic, and the COVID-19 pandemic positively affected the level of involvement. The study's findings indicated that parents were forced to be more involved since the COVID-19 pandemic. A recommendation for future research is to conduct a quantitative study using parents, teachers, and specific school districts. The recommendation for practice is that the parents maintain positive engagement with students and build better school-related relationships. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The impact of equity and accessibility to technology on student achievement during the COVID-19 pandemic

This causal comparative mixed-methods study details if students in Grades 4 and 5 from Title I schools, who had access to one-to-one devices in school prior to the COVID-19 pandemic had an academic advantage over students who did not have access to one-to-one devices. Specifically, Arizona state assessment scores from three elementary schools from District One, who had access to one-to-one devices, were compared to five elementary schools from District Two, who did not have access to one-to-one devices. Utilizing two independent t-tests, there was no statistically significant difference in mean scores between the two subgroups. Through a two-phased explanatory model, a survey was sent to participants who could detail the technological resources and skills that were available to students and teachers prior to the pandemic and which digital skills and resources were needed during remote learning. The survey results indicated that although technology and professional development were available to District One, they did not outperform their peers in District Two who did not have one-to-one devices. Although policy makers have made it a priority to increase access to technology and the internet, schools continue to lag in utilizing technology in meaningful ways. Further research from school and district leaders could provide beneficial details on how best to motivate teachers and students to utilize technology, how to best support the use of technology with professional development and proper infrastructures and understand the benefits of utilizing technology in meaningful ways. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Introduction to the special issue: How COVID-19 has affected students' health, achievement, and mental health.

The worldwide pandemic caused by COVID-19 was an event that has left an indelible mark upon the people who lived through this period. This special issue of Psychology in the Schools is devoted to exploring the wide range of issues that children, families, and schools dealt with during the pandemic. The following topics are discussed: (1) an overview of how children were affected in both physical and psychological terms, (2) the range of problems that professionals working with youth during the pandemic had to address, (3) the special issues that impacted college-age students during the pandemic, and finally (4) the various factors that influenced the level of impact that COVID-19 had on children and their families.

Extended Kit-Build Concept Mapping Tool to Facilitate Online Teaching and Learning in Post-COVID-19 Era

Extended Kit-Build is an extension concept mapping tool that has been proven to improve student understanding. It provides an approach to broadening knowledge and enhancing meaningful learning. Several early studies have proven the positive effects of implementing the Extended Kit-Build. However, previous studies have focused on the impact of Extended Kit-Build on student achievement. There is no information regarding the suitability of the Extended Kit-Build to facilitate teaching and learning, particularly in the post-COVID-19 era. Therefore, the present study is intended to reveal the extent to which the extended kitbuild supports learning activities after the COVID-19 pandemic. Questionnaires of teachers and university students were involved in measuring their level of agreement. The results highlighted that the extended-kit-build could be applied to support post-covid-19 learning and teaching activities. © 2022 IEEE.

An investigation of the effects of the COVID-19 pandemic on student engagement

Student engagement has been at the forefront of education in all levels. From Pre-Kindergarten to Higher learning, the ways in which students attend during instruction and with tasks can be seen as an indicator of varying levels of student achievement and growth. The Corona Virus of 2019 opened up new questions when examining student engagement. When schools shut down to help curb the spread of the virus, teachers, students, parents and community members had to pivot to modernistic and distinct ways to continue the education of children and adult students around the world. The following study investigates the perceptions of teachers, students and parents as they attempted to navigate the COVID-19 pandemic shutdowns of 2020 through 2021. The study used interviews from volunteers in a public magnet school in order to obtain information regarding student engagement during remote instruction and distance learning. The time period was divided into two specific "phases" as a means to clarify the onset of the shutdowns versus the ongoing remote learning period of the 2020-2021 school year. Using a framework of multiple engagement constructs as a guide, the responses were examined and summarized within the two phases. Findings showed that students were saddened by the time spent away from their classmates and teachers. Responses showed that they were anxious about schoolwork and others' well-being. Parents were overwhelmed with the act of obtaining reliable wifi in order to support their children and, in some cases, themselves as they worked from home. Contrarily, many of the participants thrived in their new learning environment within the comfort of their home. Some found the remote learning schedule more flexible for families. Conclusively, participant responses showed an unexpected resilience of the teachers, students and parents as time went on during distance learning. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Impact of COVID-19 pandemic on student achievement in middle schools

This research was conducted to study the impact of the COVID-19 pandemic on student achievement in eight middle schools in South Carolina. This study investigated the difference between student achievement pre- and post-school closures and remote (online) learning caused by the CO VID-19 pandemic. With the abrupt closure of schools in March 2020, most South Carolina students were provided instructional packets for the remainder of the 2019-2020 school year. When schools re-opened for the 2020-2021 school year, teachers provided instruction through multiple methods. Teaching students face-to-face and online may have been difficult for some teachers. Some teachers and students experienced technology challenges in the classroom and at home. Students used in this study elected to continue with online learning for the remainder of the 2020-2021 school year. This raised concerns about student achievement in South Carolina schools and the influence of the pandemic on student achievement in future years. Research is needed to evaluate the impact of the COVID-19 pandemic on student achievement for secondary school students.The study presented research through the Literature Review, examining factors of student achievement, ethnicity, gender, school closures, emergency remote teaching, online learning, and self-regulation in the online learning environment. Given previous evidence that school absence affects student achievement, it is essential to examine how school absence due to the COVID-19 pandemic will further affect student achievement (Kuhfeld et al., 2020). Students cannot achieve academically if they are not attending school regularly. The COVID-19 pandemic posed additional challenges for student instruction in public schools. Access to technology and educational content during remote learning, proved to be a disproportionately greater challenge for students and families from lower socioeconomic statuses (Salvin & Storey, 2019. Researchers have defined self-regulation as the ability to be intrinsically motivated to pursue goals in the face of personal, interpersonal, and situational challenges (Greene, 2017). The independent nature of the remote learning environment may make self-regulation more difficult. Arguably, careful deployment of self-regulation skills is especially critical for successful student achievement (Bol & Gamer, 2011).The study addresses the differences in reading and math student achievement before and after remote learning due to the pandemic. This study used NWEA MAP Growth test scores in reading and math from the 2019-2020 school year (pre-school closure and remote learning) to compare with NWEA MAP Growth reading and math test scores from the 2021-2022 school year (post-school closure and online learning). The sample for this study was 7th grade students located in a rural county in the Southeastern United States, with eight middle schools. The use of students' test scores was quantitative, was reported by a percentage, and was a data set (Schwandt, 2007). This study used a causal-comparative research design. The purpose of this study was to understand if there are significant differences in student achievement due to the educational adjustments caused by the COVID-19 pandemic. This study is significant because it may provide relevant data that will allow stakeholders to improve instruction and policies related to student achievement pre- and post-school closures and remote learning due to the COVID-19 pandemic. This research is also significant because it will add new literature and knowledge to the field of education on the impact of the COVID-19 pandemic on middle school students in the public-school system. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The impact of elementary mathematics specialists on the achievement of grade 3-5 students

As student achievement remains a critical discussion among federal policymakers, states, and local school districts, one response involves providing additional classroom support staff. To address deficits in mathematics education, the National Mathematics Advisory Panel (2008) urged the use of mathematics specialists (MS) to support teachers and increase student achievement through mentoring, coaching, and professional development opportunities (Association of Mathematics Teacher Educators, 2010;Berry et al., 2009;Campbell & Malkus, 2011;McGatha, 2008). This study targeted all 31 elementary schools in Unity Public Schools (UPS, a pseudonym), an urban school district in Virginia, during the 2018-2019 academic year, the last full year prior to COVID-19, a worldwide pandemic impacting all of education. This causal comparative study examined the difference in students' Virginia SOL mathematics achievement scores based on their grade level (Grades 3-5) and the presence or absence of MSs (full-time, part-time, or none). A two-way ANOVA revealed there was no statistical significance based on grade level alone, F = 1.340, p = .267;however, the data surprisingly uncovered an inverse dose-response showing there was statistical significance in the main effects based on the presence or absence of MSs, F = 34.054, p <= .001;more specifically, those schools with part-time or no MSs present scored higher than those with full-time MSs. These findings indicated that further examination of MSs and their effect of students' mathematics achievement scores are needed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The impact of Covid-19 on student achievement: Evidence from a recent meta-analysis.

This work attempts to synthetize existing research about the impact of Covid-19 school closure on student achievement. It extends previous systematic reviews and meta-analyses by (a) using a more balanced sample in terms of country composition, (b) considering new moderators (type of data and research design), and (c) including studies on tertiary education students in addition to primary and secondary education students. Our meta-analysis findings show that the pandemic had, on average, a detrimental effect on learning. The magnitude of this learning deficit (about 0.19 standard deviations of student achievement) appears to be roughly comparable to that suffered by students who have experienced a significant disruption in their schooling due to a major natural disaster (e.g., Hurricane Katrina). Students are also found to have lost more ground in math/science than in other subjects. Additionally, one year or more after the first lockdown, students seem to have been unable to catch up on unfinished learning from the pandemic. This result suggests that more efforts should be made to ensure students recover their missed learning in order to avoid negative long-term consequences for them and society.

Was COVID-19 an unexpected catalyst for more equitable learning outcomes? A comparative analysis after two years of disrupted schooling in Australian primary schools.

By the end of 2021, more than 168 million students across the globe had missed a year of face-to-face schooling due to the COVID-19 pandemic. In NSW, Australia, most students engaged in learning from home for eight weeks during 2020 and a further 14 weeks during 2021. This study provides robust empirical evidence on how two years of disruptions to schooling affected student learning. Drawing on matched data for 3,827 Year 3 and 4 students from 101 NSW government schools, this paper compares student achievement growth in mathematics and reading for 2019 (pre-pandemic) and 2021 (second year of the pandemic) student cohorts. While overall there was no significant difference between cohorts, when analysed by socio-educational advantage, we were surprised to find that students in the lowest band achieved approximately three months' additional growth in mathematics. Arguably, grave concerns about the potentially dire impact of COVID-19 on the learning of disadvantaged students were met by investments that made a difference. We argue that targeted funding and system-wide initiatives to support more equitable outcomes should remain a priority after the pandemic if Australia is to meet its aspirations for excellence and equity.

Flipped versus traditional classroom and student achievement and cognitive engagement in an associate degree nursing fundamental course.

BACKGROUND: There is a call for instructional transformation in nursing education to include an innovative approach. This study aimed to investigate the effects of the flipped classroom method on student achievement and engagement in an associate degree nursing course. This study investigated associate degree nursing studies students' achievement and cognitive engagement under traditional learning (n = 141) and flipped learning (n = 130). This study was conducted in two first-year cohorts enrolled in their nursing fundamental course, before and during the COVID-19 pandemic respectively at a Hong Kong community college. METHOD: A mixed methods approach was used with quantitative (examination scores) and qualitative (semi-structured focus group interview) measures applied. RESULTS: There was a significant increase in final exam scores for the flipped classroom, all p < 0.01, with a medium-to-large (d = 0.60) effect size. Students commented flipped classroom method promoted their cognitive engagement and the benefits that contributed to such a positive student achievement included more peer interaction and more opportunity to apply their knowledge. CONCLUSION: This study contributed to our understanding of the effect of the flipped classroom method on student engagement in nursing education.

Impact of COVID-19 pandemic on student achievement in middle schools

This research was conducted to study the impact of the COVID-19 pandemic on student achievement in eight middle schools in South Carolina. This study investigated the difference between student achievement pre- and post-school closures and remote (online) learning caused by the CO VID-19 pandemic. With the abrupt closure of schools in March 2020, most South Carolina students were provided instructional packets for the remainder of the 2019-2020 school year. When schools re-opened for the 2020-2021 school year, teachers provided instruction through multiple methods. Teaching students face-to-face and online may have been difficult for some teachers. Some teachers and students experienced technology challenges in the classroom and at home. Students used in this study elected to continue with online learning for the remainder of the 2020-2021 school year. This raised concerns about student achievement in South Carolina schools and the influence of the pandemic on student achievement in future years. Research is needed to evaluate the impact of the COVID-19 pandemic on student achievement for secondary school students.The study presented research through the Literature Review, examining factors of student achievement, ethnicity, gender, school closures, emergency remote teaching, online learning, and self-regulation in the online learning environment. Given previous evidence that school absence affects student achievement, it is essential to examine how school absence due to the COVID-19 pandemic will further affect student achievement (Kuhfeld et al., 2020). Students cannot achieve academically if they are not attending school regularly. The COVID-19 pandemic posed additional challenges for student instruction in public schools. Access to technology and educational content during remote learning, proved to be a disproportionately greater challenge for students and families from lower socioeconomic statuses (Salvin & Storey, 2019. Researchers have defined self-regulation as the ability to be intrinsically motivated to pursue goals in the face of personal, interpersonal, and situational challenges (Greene, 2017). The independent nature of the remote learning environment may make self-regulation more difficult. Arguably, careful deployment of self-regulation skills is especially critical for successful student achievement (Bol & Gamer, 2011).The study addresses the differences in reading and math student achievement before and after remote learning due to the pandemic. This study used NWEA MAP Growth test scores in reading and math from the 2019-2020 school year (pre-school closure and remote learning) to compare with NWEA MAP Growth reading and math test scores from the 2021-2022 school year (post-school closure and online learning). The sample for this study was 7th grade students located in a rural county in the Southeastern United States, with eight middle schools. The use of students' test scores was quantitative, was reported by a percentage, and was a data set (Schwandt, 2007). This study used a causal-comparative research design. The purpose of this study was to understand if there are significant differences in student achievement due to the educational adjustments caused by the COVID-19 pandemic. This study is significant because it may provide relevant data that will allow stakeholders to improve instruction and policies related to student achievement pre- and post-school closures and remote learning due to the COVID-19 pandemic. This research is also significant because it will add new literature and knowledge to the field of education on the impact of the COVID-19 pandemic on middle school students in the public-school system. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

An investigation of the effects of the COVID-19 pandemic on student engagement

Student engagement has been at the forefront of education in all levels. From Pre-Kindergarten to Higher learning, the ways in which students attend during instruction and with tasks can be seen as an indicator of varying levels of student achievement and growth. The Corona Virus of 2019 opened up new questions when examining student engagement. When schools shut down to help curb the spread of the virus, teachers, students, parents and community members had to pivot to modernistic and distinct ways to continue the education of children and adult students around the world. The following study investigates the perceptions of teachers, students and parents as they attempted to navigate the COVID-19 pandemic shutdowns of 2020 through 2021. The study used interviews from volunteers in a public magnet school in order to obtain information regarding student engagement during remote instruction and distance learning. The time period was divided into two specific "phases" as a means to clarify the onset of the shutdowns versus the ongoing remote learning period of the 2020-2021 school year. Using a framework of multiple engagement constructs as a guide, the responses were examined and summarized within the two phases. Findings showed that students were saddened by the time spent away from their classmates and teachers. Responses showed that they were anxious about schoolwork and others' well-being. Parents were overwhelmed with the act of obtaining reliable wifi in order to support their children and, in some cases, themselves as they worked from home. Contrarily, many of the participants thrived in their new learning environment within the comfort of their home. Some found the remote learning schedule more flexible for families. Conclusively, participant responses showed an unexpected resilience of the teachers, students and parents as time went on during distance learning. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The impact of elementary mathematics specialists on the achievement of grade 3-5 students

As student achievement remains a critical discussion among federal policymakers, states, and local school districts, one response involves providing additional classroom support staff. To address deficits in mathematics education, the National Mathematics Advisory Panel (2008) urged the use of mathematics specialists (MS) to support teachers and increase student achievement through mentoring, coaching, and professional development opportunities (Association of Mathematics Teacher Educators, 2010;Berry et al., 2009;Campbell & Malkus, 2011;McGatha, 2008). This study targeted all 31 elementary schools in Unity Public Schools (UPS, a pseudonym), an urban school district in Virginia, during the 2018-2019 academic year, the last full year prior to COVID-19, a worldwide pandemic impacting all of education. This causal comparative study examined the difference in students' Virginia SOL mathematics achievement scores based on their grade level (Grades 3-5) and the presence or absence of MSs (full-time, part-time, or none). A two-way ANOVA revealed there was no statistical significance based on grade level alone, F = 1.340, p = .267;however, the data surprisingly uncovered an inverse dose-response showing there was statistical significance in the main effects based on the presence or absence of MSs, F = 34.054, p <= .001;more specifically, those schools with part-time or no MSs present scored higher than those with full-time MSs. These findings indicated that further examination of MSs and their effect of students' mathematics achievement scores are needed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Extending impact beyond the community: Protocol for a scoping review of evidence of the impact of communities of practice on teaching and learning in higher education.

The disruption in higher education caused by the COVID-19 pandemic has led to renewed interest in implementing communities of practice (CoPs) as a feasible mechanism for delivering faculty development. The construct of community of practice is cited in the literature among the most important strategies for professional development. However, empirical evidence of the impact of CoPs on teaching and learning is scarce and we still know little about the extent to which faculty participation in CoPs affect their teaching practices and students' learning and achievement. This scoping review aims to collect, synthesize, and map existing evidence about the impact of CoPs in higher education. The review is guided by a conceptual framework, which incorporates six elements underlying the purpose and expected outcomes of CoPs: resources and the capacity to mobilize them, knowledge management activities and the expansion of knowledge, changes in policy and practice, and impact on higher education outcomes.

Public elementary teachers' perceptions on school culture and literacy instruction: A qualitative descriptive study

Negative school culture is a barrier to teachers striving to help students reach their literacy goals. Students who attend urban schools with negative cultures often receive poor literacy instruction and have low literacy achievement. Negative school culture could also contribute to low community and parental involvement. The purpose of this qualitative descriptive study was to explore teachers' perceptions of school culture and its effect on their ability to help students achieve literacy goals. The social cognitive theory was the study's theoretical framework. In-depth interviews via Zoom occurred with five teachers who taught literacy in low-socioeconomic, public schools for kindergarten through fifth grade in the Southeastern United States. Inductive thematic analysis commenced per Braun and Clarke's six phases to identify patterns and themes within and across the participant interviews. Five themes emerged: (a) descriptors of culture, (b) the impact of leadership on culture and literacy, (c) student home-life and parental influences on learning through culture and literacy, (d) the building of literacy through culture, and (e) the effects of the COVID-19 pandemic on culture and literacy. The data showed that whether positive or negative, school culture has an impact on student achievement. School culture influences how students learn and the atmosphere in which they learn. Enhancing the field of education requires educators to define, understand, and implement positive and supportive cultures in all learning environments to improve achievement and provide students with meaningful support. The recommendations for future practice include implementing professional developments to establish a positive school culture involving all stakeholders. The recommendations for future research include conducting qualitative studies on the perceptions of teachers, students, parents, and administrators on school culture with large sample sizes and diverse data collection tools. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The effects of virtual professional learning on teacher self-efficacy and student achievement

The achievement of students with disabilities (SWDs) is not fixed. It can be dramatically improved with timely and targeted interventions. In fact, SWDs could improve at rates similar to their typically developing peers. It is no surprise, however, that the school closures from COVID-19 disrupted learning for many SWDs. This study examined the effects of a virtual professional learning network on the achievement of SWDs (n = 68). Through a Universal Design for Learning (UDL) framework, a treatment and control group of teachers (n = 16) engaged in collective learning on high-leverage instructional practices. The teachers reviewed evidence-based research, completed self-reflections, viewed training videos, and explored online learning tools designed to increase differentiated instruction and personalized learning. The teachers' self-efficacy was monitored as a driver for their learning and behavioral change. Analyses of mixed data revealed increased teacher self-efficacy following the intervention, especially for providing personalized learning. Classroom observations and online posts indicated moderate to high use of the targeted instructional practices. Repeated measures MANOVA and ANCOVA revealed significant growth in reading for the delayed-treatment group's students, suggesting that the timing of professional learning was a factor. As schools and industries rapidly move towards greater technology integration, this study's innovation offers a flexible solution for professional learning in the 21st century. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Novice principals' perspectives regarding in-service training and their self-efficacy

The purpose of this qualitative study was to examine the perspectives of novice New York City public school principals to understand if their individualized, in-service novice principal training, either mentoring or coaching, during Year One of their principalships impacted their sense of self-efficacy and influenced their decision to continue or discontinue this type of training beyond their first year. Did this sense of efficacy contribute to their ability to reach their goals related to student achievement? Given that these principals experienced the COVID-19 pandemic over the past two years, the study sought to capture how they experienced leadership challenges as well as how their perceptions of their leadership and their sense of self-efficacy were affected. By analyzing the lived experiences of 12 novice principals, the researcher identified six key findings that revealed significant perceptions of their individualized in-service training and its impact on their self-efficacy. Recommendations for policy include shifting state policy on mentoring, monitoring of novice principals' self-efficacy, mentor and coach crisis training, and reimaging principal preparation programs. Recommendations for future research on novice principals include conducting research on those who choose to discontinue mentoring or coaching, research on student achievement post-pandemic, studying this research topic with diverse participants and other settings and the impact of the mentor/coach matching process on principal self-efficacy. (PsycInfo Database Record (c) 2022 APA, all rights reserved)