Adolescents' social and moral reasoning about COVID-19 public health behaviors

McGuire, Luke; Farooq, Aqsa; Rutland, Adam

doi:10.1016/j.appdev.2023.101515

Cited by 1 publication

(1 citation statement)

References 23 publications

(36 reference statements)

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“…Another student, Samson, a 10th grade African American male, described with some frustration the one time he was allowed to interact with friends at school, "The only time I was allowed to, it was at a basketball court and we were six feet apart right until the end." Research has shown that while adolescents understood the rationale behind COVID-19 public health guidelines, their desire to spend time with friends was justified as a way to protect their own mental health (McGuire et al, 2023). In our study, though students reported interacting with other students online, adherence to physical distancing guidelines may have been a barrier to pursuing more meaningful social goals.…”

Section: The Transition To Social Goals Seemed To Be Prevented By The...mentioning

confidence: 62%

Adolescent science identity development in sociohistorical context: An ecological systems perspective

Kim¹,

DeRosia²,

Guldin³

et al. 2023

Preprint

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Science identity is an important factor underlying successful science learning and achievement in K-12 and postsecondary learners. Ecological perspectives have expanded our understanding of science identity development, yet the interactive role of the microsystem, macrosystem, and chronosystem has been understudied. The COVID-19 pandemic context provides a unique opportunity to examine the interlocking social and historical influences on science identity development among racially diverse adolescent youth. The present study, conducted during the height of the pandemic, examined how 38 American high school students across grades 9–12 (34% Hispanic, 23% Multiracial, 16% Black) reflected on their science identities and futures after watching digital storytelling videos of mentored science learning activities. Reflexive thematic analyses of focus group data revealed the salience of interpersonal relationships, the challenge in successfully pursuing social and emotional goals in the immediate present, and individual differences in students’ experiences and perceptions of time, which collectively impacted adolescent science identity formation. Findings underscore the importance of considering the learner’s ecology and the broader sociohistorical context when designing and implementing instructional practices for effectively shaping science identities and aspirations among diverse adolescent youth.

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Section: The Transition To Social Goals Seemed To Be Prevented By The...mentioning

confidence: 62%