Around the world, many schools were closed as one of the measures to contain the spread of the COVID-19 pandemic. School closure brought about important challenges to the students' learning process. This context requires strong self-regulatory competences and agency for autonomous learning. Moreover, online remote learning was the main alternative response to classroom learning, which increased the inequalities between students with and without access to technological resources or for those with low digital literacy. All considered, to level the playing field (...) for students without digital resources, there is an urgent need to promote self-regulatory competences through offline intervention solutions. The current paper describes a project with this purpose, using radio broadcasting and letters to reach elementary students without digital resources. Moreover, potential reach and participants' perspectives of the project implementation are presented and discussed. The project draws on a prior evidence-based story-tool intervention grounded on a self-regulated learning framework. The original intervention was set previous to the COVID-19 pandemic and was implemented in the classroom context (N= 1,103 students). Once the schools had been closed down, the mode of intervention was adapted with the collaboration of the community. Alternative solutions were developed as follows: (i) story chapters were read on the radio and students received to their homes a printed script, prompting reflection, and suggesting related activities; (ii) students were provided with the story-tool to read autonomously and received letters from the main characters of the story which included, for example, suggestions for activities and reflection. These two alternative modes of intervention delivery potentially reached 394 elementary students, including students with digital resources. Interviews conducted with a group of students were provided information about the positive aspects of these two modes of intervention delivery, perceived learning (e.g., planning), constraints, and suggestions to improve the project. The current work is likely to merit attention from researchers and educational practitioners, given the need to use offline alternatives to provide support for students without digital resources to engage in autonomous learning during the pandemic period. This project may also be used as an alternative or a complementary solution to online modality. (shrink)

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. (shrink)

Purpose: This study used a moderated mediation model to test the mediating effect of general self-efficacy on the relationship between post-traumatic growth and creativity and the moderating effect of deliberate rumination in the second path of the indirect mediation path during the COVID-19 pandemic.Methods: A sample of 881 university students from Guangdong Province, China, was surveyed with the Posttraumatic Growth Inventory, the Runco Ideational Behavior Scale, the General Self-Efficacy Scale, and the Deliberate Rumination Inventory. SPSS and PROCESS were used for (...) correlation analyses, mediation analysis, and moderated mediation analysis.Results: PTG was positively correlated with creativity, self-efficacy, and deliberate rumination. Creativity was positively correlated with self-efficacy and deliberate rumination. Deliberate rumination was positively correlated with self-efficacy. Self-efficacy mediated the relationship between PTG and creativity. Deliberate rumination moderated the second half of the path of “PTG → self-efficacy → creativity.”Conclusions: PTG affected creativity directly and also indirectly through self-efficacy. In particular, deliberate rumination moderated the relationship between self-efficacy and creativity, such that the association was stronger when the incidence of deliberate rumination was low. These results provide a more comprehensive understanding of the positive link between PTG and creativity. (shrink)

BackgroundCOVID-19 break out has created panic and fear in society. A strict kind of lockdown was imposed in Wuhan, Hubei province of China. During home confinement due to lockdown, people face multidimensional issues. The present study explored the psychological impacts of COVID-19 home confinement during the lockdown period and Wuhan’s residents’ attitude toward physical activity.MethodsA cross-sectional online survey was conducted to collect the primary data according to the study objectives. The population was Wuhan residents who were in home confinement. A (...) total of 2280 participant’s reply to the online questionnaire survey and collected data after quantifying the data, about 2200 ; about female, about male, others about, and about were not disclosed their gender participants responses were used for analysis. The collected data were analyzed through appropriate statistical techniques.ResultsAccording to results, H1 is supported with β = −40.793, t = 57.835, p = 0.000, which claimed a negative association between COVID-19 lockdown policy and behavior and attitude. Results for H2 reveals that the COVID-19 lockdown policy have negative influence on emotional control with β = −0.769, t = 46.766, p = 0.000 and it is supported. H3 documented a significant positive relationship between COVID-19 lockdown policy and lockdown period psychological impact, which means lockdown policy, is the main reason to increase the lockdown psychological impact. Further, COVID-19 lockdown policy have negative influence on physical activity and self-belief with β = −0.657, t = 32.766, p = 0.000 and β = −0.620, t = −6.766, p = 0.000 respectively. H6 stated that there is a positive impact of behavior and attitude toward physical activity. The results for H6, behavior, and attitude affecting the physical activity with β = 0.401, t = 10, p = 0.000, which is supported.ConclusionCOVID-19 home confinement created various psychological impacts, negatively affecting the emotional state due to depression and anxiety. Physical activity is the best strategy to manage human nature’s psychological issues, and people’s attitudes were positive toward physical activity during home confinement. However, the lockdown policy also affects physical activity participation negatively, and a sedentary lifestyle prevailed during home confinement. (shrink)