Examining the Cognitive and Psychological Effects of the COVID-19 Global Pandemic on High School, College, and Graduate Learners
This book can be opened with
Note on our eBooks and Audiobooks: you can read our eBooks (ePUB or PDF) and listen to audiobooks on the free Emerald Books app on iOS, Android, and desktop. Or read and listen on Emerald's online reader (ePUB eBooks and audiobooks only). To purchase a digital book you will need to create an account if you don’t already have one. After purchasing you will receive instructions on how to get started.
- Description
- Contents
- About
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.