Relationship between higher education teachers’ affect and their psychological adjustment to online teaching during the COVID-19 pandemic: an application of latent profile analysis

作者：Weixing Zou, Xiangmei Ding, Lingping Xie, Hongli Wang · 发表于：PeerJ · 年份：2021 · DOI：10.7717/peerj.12432 · 被引用次数：7 · 研究领域：COVID-19 and Mental Health、Impact of Technology on Adolescents、E-Learning and COVID-19

BACKGROUND: The COVID-19 outbreak has forced teachers to transition to online teaching, requiring them to adapt their courses and pedagogical methods to an online format rapidly without relevant training. This has presented a formidable challenge to higher education teachers. The present study uses a person-centered approach to identify heterogeneity among higher education teachers' affective experiences and the relationship between this heterogeneity and their psychological adjustment to online teaching. METHODS: In total, 2,104 teachers in higher education institutions in Southern China were surveyed using the Positive and Negative Affect Schedule and the Psychological Adjustment to Online Teaching Scale (a measure developed for this study) between March 25 and March 31, 2020. The collected data were analyzed using latent profile analysis. RESULTS: Based on their affective experiences during online teaching immediately after the COVID-19 outbreak, higher education teachers were divided into three latent classes: the common, ambivalent, and positive types. Among them, the positive type accounted for the largest proportion (44.85%), while the ambivalent type accounted for the smallest proportion (23.93%). The rest was the common type, which accounted for 31.15%. Significant differences in psychological adjustment to online teaching were found between the three latent classes. Regarding positive psychological adjustment, teachers belonging to the ambivalent type had significan...