Predictors of Teachers' and Students' Resilience During Emergency Remote Instruction: Insights From a Global Survey

• In Event: AERA Roundtable Session 3
  In Roundtable Session: K–12 Stress and Coping During COVID-19

Abstract

We examine the transition to emergency remote instruction based among nearly 9,000 educators and students from 118 countries. Instructors’ responses indicate that:
i) negative affect and psychological overload were independent of gender;
ii) teachers coped better in higher education:F=9.31,p<.001,ηp²=.02[.01;.04] and synchronous delivery:t=−6.2,p<.001,d=.33[.22;.43];
iii) educators in developing countries were more engaged:t=3.59,p<.05,d=.31[.14;.48];
iv) psychological overload was mediated by perception of student coping;
v) instructors’ stress levels were affected by anxiety about the future,living conditions,self-acceptance,appraisal of situational impact,course optionality,and perceived effectiveness of virtual delivery;
vi) ‘more polyglot’ teachers were consistently less likely to make huge adjustments to their lives or instruction (−.278**;−.373**), and more likely to believe they would come out unscathed (.252**).
We also discuss factors distinguishing better- and worse-coping learners.

Authors

• Michał B. Paradowski, University of Warsaw

• Magdalena Jelińska, University of Warsaw

• Andrzej Jarynowski, Interdisciplinary Research Institute in Wrocław

• Ekaterina Sudina, Northern Arizona University