We investigated how the transition to remote instruction during the COVID-19 pandemic affected students' engagement, self-appraisals, and learning in advanced placement (AP) Statistics courses. Participants included 681 (Mage=16.7 years, SDage=.90; %female=55.4) students enrolled in the course during 2017-2018 (N=266), 2018-2019 (N=200), and the pandemic-affected 2019-2020 (N=215) school years. Students enrolled during the pandemic-affected year reported a greater improvement in affective engagement but a decrease in cognitive engagement in the spring semester relative to a previous year. Females enrolled in the pandemic-affected year experienced a greater negative change in affective and behavioral engagement. Students enrolled during the pandemic-affected year reported a greater decrease in their anticipated AP exam scores and received lower scores on a practice exam aligned with the AP exam compared to a prior year. Although students were resilient in some respects, their self-appraisal and learning appear to have been negatively affected by pandemic circumstances.

中文翻译：

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COVID-19 的破坏性：课程参与、自我评估和学习方面的差异。

我们调查了 COVID-19 大流行期间向远程教学的过渡如何影响学生在大学先修 (AP) 统计课程中的参与度、自我评价和学习。参与者包括 2017-2018 年（N=266）、2018-2019 年（N=200）以及受大流行影响的 2019-2019 年期间注册该课程的 681 名学生（法师=16.7 岁，SDage=.90；女性百分比=55.4） 2020 (N=215) 学年。受大流行影响的一年中入学的学生表示，与前一年相比，春季学期的情感参与度有了更大的改善，但认知参与度有所下降。在受大流行影响的年份入学的女性在情感和行为参与方面经历了更大的负面变化。与上一年相比，在受疫情影响的年份入学的学生表示，他们的预期 AP 考试成绩下降幅度更大，并且在与 AP 考试一致的模拟考试中获得的分数也较低。尽管学生在某些方面表现良好，但他们的自我评价和学习似乎受到了疫情的负面影响。