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Tzu-Jung Lin, Trent N. Cash, Hyun Ji Lee, Saetbyul Kim, Eric M. Anderman, Wonjoon Cha, Xingfeiyue Liu, Ziye Wen
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APA
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Lin, T.-J., Cash, T. N., Lee, H. J., Kim, S., Anderman, E. M., Cha, W., … Wen, Z. School well-being during the Covid-19 pandemic: A study of academic motivation, need satisfaction, and school liking among gifted and non-identified early adolescents.
Chicago/Turabian
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Lin, Tzu-Jung, Trent N. Cash, Hyun Ji Lee, Saetbyul Kim, Eric M. Anderman, Wonjoon Cha, Xingfeiyue Liu, and Ziye Wen. “School Well-Being during the Covid-19 Pandemic: A Study of Academic Motivation, Need Satisfaction, and School Liking among Gifted and Non-Identified Early Adolescents” (n.d.).
MLA
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Lin, Tzu-Jung, et al. School Well-Being during the Covid-19 Pandemic: A Study of Academic Motivation, Need Satisfaction, and School Liking among Gifted and Non-Identified Early Adolescents.
BibTeX Click to copy
@article{lin-a,
title = {School well-being during the Covid-19 pandemic: A study of academic motivation, need satisfaction, and school liking among gifted and non-identified early adolescents},
author = {Lin, Tzu-Jung and Cash, Trent N. and Lee, Hyun Ji and Kim, Saetbyul and Anderman, Eric M. and Cha, Wonjoon and Liu, Xingfeiyue and Wen, Ziye}
}
Abstract
This longitudinal study tracked the trajectories of school well-being of gifted and non-identified early adolescents before and through the COVID-19 pandemic (2019-2022). We used a prospective cohort panel design that followed students (N =1,033) from grade 3 until the end of grade 6. Longitudinal multilevel modeling showed that, on average, students showed more negative rates of change in math expectancy and math values, but not in need satisfaction or school liking, after the outbreak of the pandemic than before. Compared to non-identified students, gifted students showed more decline in the rate of change in math expectancy and satisfaction of need for autonomy, both before and after the onset of the pandemic. Gifted status only moderated the effect of the pandemic on peer connectedness, with gifted students showing a greater decline in rates of change in peer connectedness from pre-pandemic to pandemic than their non-identified peers.