scholarly journals Parents’ Perceptions of Student Academic Motivation During the COVID-19 Lockdown: A Cross-Country Comparison

2020 ◽  
Vol 11 ◽  
Author(s):  
Sonia Zaccoletti ◽  
Ana Camacho ◽  
Nadine Correia ◽  
Cecília Aguiar ◽  
Lucia Mason ◽  
...  
Keyword(s):  
Distance Learning ◽  
Extracurricular Activities ◽  
Academic Motivation ◽  
Change Score ◽  
Rate Of Change ◽  
School Closures ◽  
Latent Change Score ◽  
Score Model ◽  
Teachers And Parents ◽  
The Impact

The COVID-19 outbreak has ravaged all societal domains, including education. Home confinement, school closures, and distance learning impacted students, teachers, and parents’ lives worldwide. In this study, we aimed to examine the impact of COVID-19-related restrictions on Italian and Portuguese students’ academic motivation as well as investigate the possible buffering role of extracurricular activities. Following a retrospective pretest–posttest design, 567 parents (nItaly = 173, nPortugal = 394) reported on their children’s academic motivation and participation in extracurricular activities (grades 1 to 9). We used a multi-group latent change score model to compare Italian and Portuguese students’: (1) pre-COVID mean motivation scores; (2) rate of change in motivation; (3) individual variation in the rate of change in motivation; and (4) dependence of the rate of change on initial motivation scores. Estimates of latent change score models showed a decrease in students’ motivation both in Italy and in Portugal, although more pronounced in Italian students. Results also indicated that the decrease in students’ participation in extracurricular activities was associated with changes in academic motivation (i.e., students with a lower decrease in participation in extracurricular activities had also a lower decrease in motivation). Furthermore, students’ age was significantly associated with changes in motivation (i.e., older students had lower decrease). No significant associations were found for students’ gender nor for parents’ education. This study provides an important contribution to the study of students’ academic motivation during home confinement, school closures, and distance learning as restrictive measures adopted to contain a worldwide health emergency. We contend that teachers need to adopt motivation-enhancing practices as means to prevent the decline in academic motivation during exceptional situations.

scholarly journals Widening the divide: the impact of school closures on primary science learning

2020 ◽  
Author(s):  
Cherry Canovan ◽  
Naomi Fallon
Keyword(s):  
Extracurricular Activities ◽  
Teaching And Learning ◽  
Science Curriculum ◽  
Phase 1 ◽  
Significant Proportion ◽  
School Closures ◽  
Home Learning ◽  
Teachers And Parents ◽  
The Uk ◽  
The Impact

Prolonged Covid-19-related school closures in the UK raised concerns that science teaching and learning at primary level would be negatively impacted. This paper reports the findings of phase 1 of a study that the authors are conducting with teachers and parents to explore this issue. We found that a significant proportion of teachers were providing less science during lockdown than in the normal school week. Teachers, particularly those working in more deprived areas, reported that translating the science curriculum for home learning had been difficult, with concerns around resources, internet access and parental ability to help. Some areas of the curriculum posed particular difficulties, leading to a narrowing of topics being taught. Both teachers and parents felt that schools prioritised English and maths above science. Meanwhile some parents reported that their children had engaged in sophisticated extracurricular activities, bolstered by resources available at home and knowledgeable adult help, but others said that their children had done no science at all. Parents who had studied science at post-compulsory level were much more comfortable in helping their children with science home learning. These factors combine to create conditions which may exacerbate existing inequalities as to who can access science education and careers.

scholarly journals Widening the divide: the impact of school closures on primary science learning

2021 ◽  
Vol 1 (5) ◽  
Author(s):  
Cherry Canovan ◽  
Naomi Fallon
Keyword(s):  
Extracurricular Activities ◽  
Teaching And Learning ◽  
Science Curriculum ◽  
Phase 1 ◽  
Significant Proportion ◽  
School Closures ◽  
Home Learning ◽  
Teachers And Parents ◽  
The Uk ◽  
The Impact

AbstractProlonged Covid-19-related school closures in the UK raised concerns that science teaching and learning at primary level would be negatively impacted. This paper reports the findings of phase 1 of a study that the authors are conducting with teachers and parents to explore this issue. We found that a significant proportion of teachers were providing less science during lockdown than in the normal school week. Teachers, particularly those working in more deprived areas, reported that translating the science curriculum for home learning had been difficult, with concerns around resources, internet access and parental ability to help. Some areas of the curriculum posed particular difficulties, leading to a narrowing of topics being taught. Both teachers and parents felt that schools prioritised English and maths above science. Meanwhile some parents reported that their children had engaged in sophisticated extracurricular activities, bolstered by resources available at home and knowledgeable adult help, but others said that their children had done no science at all. Parents who had studied science at post-compulsory level were much more comfortable in helping their children with science home learning. These factors combine to create conditions which may exacerbate existing inequalities as to who can access science education and careers.

scholarly journals Change in Anti-COVID-19 Behavior and Prejudice against Minorities during the COVID-19 Pandemic: Longitudinal Evidence from Five European Countries

2021 ◽  
Author(s):  
Tibor Zingora ◽  
Sylvie Graf ◽  
Martina Hrebickova ◽  
Jaroslav Tocik ◽  
David Lacko ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Mass Media ◽  
Intergroup Contact ◽  
Change Score ◽  
The Other ◽  
European Countries ◽  
Negative Consequences ◽  
Individual Level ◽  
Latent Change Score ◽  
Score Model

In the COVID-19 pandemic, it is vital to identify factors increasing behaviors that limit the transmission of COVID-19 (i.e., anti-COVID-19 behavior) and factors protecting against the negative consequences of the pandemic on societies (i.e., prejudice). A simultaneous investigation of a change in anti-COVID behavior and prejudice during the pandemic is essential because some factors (e.g., fear of COVID-19) could increase both outcomes, whilst other factors (e.g., norms in anti-COVID behavior or intergroup contact in prejudice) could bring desirable changes in one outcome without negatively affecting the other. In a three-wave longitudinal study (NT1 = 4275) in five European countries from April to October 2020, we employed a latent change score model to distinguish between intra- and inter-individual changes in anti-COVID-19 behavior and prejudice. On the intra-individual level, anti-COVID-19 behavior was increased by anti-COVID-19 norms; and prejudice against migrants from the Middle East was influenced by positive and negative direct and mass-media intergroup contact.

scholarly journals Lagged Relationships Among Chemotherapy-Induced Peripheral Neuropathy, Sleep Quality, and Physical Activity During and After Chemotherapy

2020 ◽  
Author(s):  
Hailey W Bulls ◽  
Aasha I Hoogland ◽  
Brent J Small ◽  
Brittany Kennedy ◽  
Brian W James ◽  
...  
Keyword(s):  
Physical Activity ◽  
Peripheral Neuropathy ◽  
Sleep Quality ◽  
Gynecologic Cancer ◽  
Change Score ◽  
Self Report ◽  
Early Interventions ◽  
Wrist Actigraphy ◽  
Latent Change Score ◽  
The Impact

Abstract Background Chemotherapy-induced peripheral neuropathy (CIPN) is well-documented and can become chronic for up to a third of patients. CIPN management is hampered by limited pharmacological options. Thus, identifying modifiable behaviors that influence CIPN may help inform future interventions. Purpose The purpose of the current study was to examine bidirectional relationships between sleep quality, physical activity, and CIPN during and after chemotherapy. Methods Participants were 138 women with gynecologic cancer (M age = 61, 94% white, 96% non-Hispanic), collected as part of an ongoing study. Assessments occurred at postcycle 1, postcycle 6, and 6- and 12-month postchemotherapy. CIPN (EORTC-CIPN20), sleep quality (PSQI), and physical activity (IPAQ) were assessed via self-report. Objective physical activity was assessed via wrist actigraphy. Latent change score models were used to examine lagged relationships between CIPN, sleep quality, and physical activity pairs. Results Over the study period, sleep quality was found to contribute to CIPN (p = .001), but not the reverse (p > .05). Bidirectional relationships were observed between CIPN and both objective and subjective walking (ps ≤ .001). Illustrations of these relationships showed that patients with less CIPN early in treatment demonstrate more substantial increases in walking over time, while those with higher CIPN demonstrate more consistent levels of walking during and after treatment. Conclusions These findings suggest that worse sleep quality and lower walking levels may contribute to the course and maintenance of CIPN. Future investigation should evaluate the impact of early interventions aimed at improving sleep quality and encouraging physical activity in patients treated with chemotherapy.

scholarly journals INFLUENCE OF DISTANCE LEARNING ON THE ACADEMIC MOTIVATION OF STUDENTS FROM SPECIALTIES IN THE FIELD OF ARTS

2021 ◽  
Vol 2 ◽  
pp. 22-26
Author(s):  
Liliya Babakova ◽  
Tsvetana Kolovska ◽  
Konstantina Konstantinidu
Keyword(s):  
Distance Learning ◽  
Social Exchange ◽  
Time Management ◽  
Academic Motivation ◽  
Fine Arts ◽  
Traditional Learning ◽  
Learning Material ◽  
Written Information ◽  
Learning Platforms ◽  
The Impact

This article discusses the problem of the impact of distance learning on the motivation to learn in students studying arts. Learning arts such as music, dance, and fine arts via distance learning is proving to be a real challenge for students and teachers. The aim of the present study is to determine how distance learning affects the learning motivation of students studying art at the university. Method: a questionnaire for measuring academic motivation and a modified scale for measuring students' engagement in online learning, and a survey. Sample: 109 students from first to fourth-year in university, studying specialties related to music, fine arts and dance Results: The results showed that distance learning did not prove to be a major obstacle in establishing the learning material, but students who are internally motivated to learn prefer traditional learning. The main difficulties in distance learning turned out to be technical - the use of too many and different learning platforms, lack of a good internet connection, organizational - time management difficulties, easy distraction and psychological factors such – overwhelming written information, the high demands of the teachers, and a lack of social exchange.  Correlation analysis found that students who prefer traditional education have a high intrinsic motivation to study art-related disciplines. ANOVA did not establish statistically significant differences in the factors, course and specialty.

scholarly journals The paired t-test as a simple latent change score model

2013 ◽  
Vol 4 ◽  
Author(s):  
Emil N. Coman ◽  
Katherine Picho ◽  
John J. McArdle ◽  
Victor Villagra ◽  
Lisa Dierker ◽  
...  
Keyword(s):  
Change Score ◽  
T Test ◽  
Latent Change Score ◽  
Score Model ◽  
Paired T Test

Abstract: Trust Development in Computer-Mediated Teams: A Latent Change Score Model

2013 ◽  
Vol 48 (1) ◽  
pp. 166-167
Author(s):  
Evgeniya Pavlova ◽  
Michael D. Coovert ◽  
Winston Bennett
Keyword(s):  
Change Score ◽  
Trust Development ◽  
Computer Mediated ◽  
Latent Change Score ◽  
Score Model

Associations of partnering transition and socioeconomic status with a four-year change in daily steps among Finnish adults

2018 ◽  
Vol 47 (7) ◽  
pp. 722-729 ◽  
Author(s):  
Kasper Salin ◽  
Mirja Hirvensalo ◽  
Anna Kankaanpää ◽  
Costan G. Magnussen ◽  
Xiaolin Yang ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Marital Status ◽  
Adult Population ◽  
Change Score ◽  
Follow Up Study ◽  
Latent Change Score ◽  
Score Model ◽  
Daily Total ◽  
Young Finns Study

Aim: The aim of this prospective four-year follow-up study was to examine how socioeconomic status (SES) and change in marital status are associated with the change in pedometer-measured physical activity (PA) in adulthood among participants in the ‘Cardiovascular Risk in Young Finns Study’. Methods: Questionnaires were completed and pedometers worn at baseline in 2007 and again at follow-up in 2011 by 1051 Finnish adults (62.3% female, aged 30–45 years in 2007). A latent change score model was used to examine mean change in daily total steps, aerobic steps and non-aerobic steps during weekdays and weekend days between 2007 and 2011. Results: In women re-coupling or finding a new partner was associated with decrease in total steps ( p=0.010) and being single was associated with increase in non-aerobic steps ( p=0.047) during weekdays from 2007 to 2011 compared to women who were married. In men, divorcing was associated with decrease in non-aerobic steps ( p=0.049). Conclusions: In order to promote PA in the general population of adults, it is recommended to pay attention to people with lower SES and those who have had changes in their marital status. These factors could be taken into account when developing strategies to promote PA among the adult population.

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