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1. Online Faculty Fixed and Growth Mindsets That Influence Instructional Strategies: A Qualitative Descriptive Study

Author

Krystal Lee Schultz

Abstract

The purpose of this qualitative descriptive study was to explore how online faculty members described their fixed and growth mindsets as they influence their instructional strategies in the United States. The theoretical framework guiding the study is mindset theory. The research questions in this study include (RQ1) how online faculty members describe their growth mindset as it influences their instructional strategies and (RQ2) how online faculty members describe their fixed mindset as it influences their instructional strategies. A qualitative methodology and a descriptive research design is used for this study. The sample included 17 online faculty members. The researcher used a social media platform to recruit participants to gather robust data. The data was analyzed using Braun and Clarke's six-step thematic analysis. Research findings for RQ1 included these three themes (a) online faculty described lifelong learning is to effectively teach in an online environment, (b) online faculty described the flexibility in online learning exhibits a growth mindset, and (c) the future of teaching is to foster a growth mindset in an online environment. The findings for RQ2 included the two themes (a) online faculty described obstacles that exhibited fixed behaviors before and during the COVID-19 pandemic, and (b) online faculty descriptions of lack of work/life balance due to fixed behaviors in online learning. The future implications is online faculty should develop a growth mindset in online platforms and modify instructional strategies to support an online environment. Future research should explore how professional development trainings influence course redesign for online learning environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2022

2. Relationships between psychopathological symptoms, pandemic-related stress, perceived social support, and COVID-19 infection history: a network analysis in Chinese college students

Author

Chi Kei Krystal Lee, Kwun Nam Joe Chan, Sau Man Corine Wong, Hou Sem Gabbie Wong, Hiu Ching Janet Lei, Yuen Kiu So, Shi Cheng Vivian Fung, Sai Ting Ryan Chu, Kar Kin Albert Chung, Pak Wing Calvin Cheng, Ka Ying Heidi Lo, Wai Chi Chan, and Wing Chung Chang

Subjects
network analysis, social support, depression, anxiety, COVID-19, Psychiatry, RC435-571
Abstract

IntroductionPrevious coronavirus, 2019 (COVID-19) research has applied network analysis to examine relationships between psychopathological symptoms but rarely extended to potential risk and protective factors or the influence of COVID-19 infection history. This study examined complex inter-relationships between psychopathological symptoms, COVID-19–related stressors, perceived social support, and COVID-19 infection history among Chinese university/college students during the peak of fifth pandemic wave using a network analysis approach.MethodsA Least Absolute Shrinkage and Selection Operator–regularized partial correlation network using Gaussian graphical model was constructed in 1,395 Chinese university/college students in Hong Kong who completed a survey between 15 March and 3 April, 2022. Depressive, anxiety, and acute/traumatic stress symptoms were measured by Patient Health Questionnaire-9, Generalized Anxiety Disorder-7, and Impact of Event Scale-6, respectively. COVID-19–related stressors and perceived social support were measured. Network differences by COVID-19 infection history (COVID-network vs. no_COVID-network) and network communities were examined.ResultsOur results showed that the most influential nodes were depressed mood, uncontrollable worries, and uncontrollable thoughts about COVID-19. The main bridging symptoms were concentration problems and psychomotor problems. The COVID-network, comprising participants with a history of COVID-19 infection only, was significantly stronger than the no_COVID-network. Perceived social support and stress from conflicts with family/friends formed a unique community with negative cognition and suicidal idea in the COVID-network only.ConclusionOur findings indicate that specific interventions targeting interpersonal conflicts and concentration problems as well as facilitating stress buffering effects of social support may represent effective strategies to reduce psychological distress in university/college students during COVID-19 and should be considered for future pandemic preparedness.

Published
2024
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