Examining the Cognitive and Psychological Effects of COVID-19 from Elementary through Post-Secondary Education

Edited by:
Jill D. Salisbury-Glennon, Auburn University
Chih-hsuan Wang, Auburn University
David M. Shannon

BOOK DESCRIPTION:
There is a paucity of research examining the full impact of the global pandemic on education at all levels from kindergarten to post-secondary education with emphasis on its cognitive, motivational and psychological impact. Further, we seek to better understand the effects of the global pandemic by understanding its impact on educational stakeholders including K-12 teachers and administrators as well as higher education professors and administrators. Additionally, to date, there are no examples of conceptual frameworks of the effects of this global pandemic on the learner (at all levels) from an educational psychological perspective inclusive of its impact on both learning and psychological factors such as stress and anxiety. In our own research, we initially sought to investigate the effects of the COVID-19 global pandemic on the learning and motivation of college students, but it quickly became apparent that we needed to widen our lens to investigate the effects of parental and peer relationships as well as psychological factors such as depression and anxiety which were very prevalent. Thus, the editors seek research-based manuscripts which address the cognitive and/or psychological effects of the COVID-19 global pandemic on learners from kindergarten through post-secondary education. Further, we seek research-based manuscripts into the impact of this global pandemic on educational stakeholders, such as K-12 teachers and administrators, as well as professors and administrators in higher education settings from around the world.

TOPICS OF INTEREST:
• Research into the effects of the COVID-19 global pandemic on education at all educational levels from elementary through higher education.

• Research into the effects of the COVID-19 global pandemic on cognitive, motivational, self-regulatory and/or psychological variables.

• Research into the effects of social support during the COVID-19 global pandemic.

• Research using quantitative, qualitative and/or mixed methodological approaches to research.

• Research using diverse populations, as well as research into the effects of the COVID-19 global pandemic in a variety of cultural contexts around the world.

• Research on promising interventions that address the aforementioned topics.

PROPOSAL SUBMISSIONS:
Proposals should include four parts: (1) a page with author name (s) and affiliation (s), email addresses, and a tentative title, (2) a page with a brief biography (100 words) and relevant professional publications for each author, (3) an abstract (200-250 words), and (4) a summary of your completed study of up to 2,000 words, including an introduction, methods, results, and discussion. Proposals should be sent as a single Word file to Jill Salisbury-Glennon, Ph. D. (salisji@auburn.edu) by January 31, 2023.

CHAPTER SUBMISSION GUIDELINES:
Authors of accepted proposals will be notified by February 15, 2023 about the status of their submission and will be sent chapter guidelines. Full chapters, ranging from 7,000-8,000 words in Times New Roman 12, double spaced text, inclusive of a title, abstract, manuscript, and references, should be submitted as a Microsoft Word attachment by March 31, 2023. Manuscripts should conform to 7th Edition APA style conventions. Graphics and images may be included.

TENTATIVE SCHEDULE FOR PUBLICATION:
Abstract Submission: Due by January 31, 2023
Notification of Acceptance-Invitation to Submit Chapter: February 15, 2023
Submission of Book Chapter First Draft: March 31, 2023
Reviews of Book Chapter Manuscripts Sent to Author(s): May 15, 2023
Receipt by Editors of Final Draft of Book Chapters: June 30, 2023
First Book Draft Submitted to Publisher: August 15, 2023

Send all inquiries to Jill Salisbury-Glennon, (salisji@auburn.edu)