scholarly journals Cognitive and Affective-Motivational Factors as Predictors of Students’ Home Learning During the School Lockdown

2021 ◽  
Vol 12 ◽  
Author(s):  
Kathrin Lockl ◽  
Manja Attig ◽  
Lena Nusser ◽  
Ilka Wolter
Keyword(s):  
Parental Stress ◽  
Panel Study ◽  
School Context ◽  
Motivational Factors ◽  
Regression Analyses ◽  
Learning Situation ◽  
New Learning ◽  
Learning Enjoyment ◽  
Learning At Home ◽  
At Home

During the COVID-19 pandemic, students were facing great challenges. Learning was shifted from the classroom to the home of the students. This implied that students had to complete their tasks in a more autonomous way than during regular lessons. As students’ ability to handle such challenges might depend on certain cognitive and motivational prerequisites as well as individual learning conditions, the present study investigates students’ cognitive competencies as well as affective-motivational factors as possible predictors of coping with this new learning situation at home. The study uses data of Starting Cohort 2 of the German National Educational Panel Study (NEPS). Data of two measurement points are analyzed: Predictors were assessed at the earlier time point, when students (N=1,452; Mage=12years, 8months; 53.4% female) mostly attended seventh grade of a secondary school. They completed competence tests in reading as well as mathematics and rated affective-motivational aspects in terms of willingness to exert effort, learning enjoyment, and intrinsic motivation. One and a half years later − during the COVID-19 pandemic and the first period of school closures − the second measurement point took place. Students’ parents rated the situation of learning at home with respect to students’ coping with the new situation and parents’ difficulties to motivate them. Regression analyses controlling for school track, students’ gender, and parents’ educational level and parental stress revealed that students’ reading competencies and their willingness to exert effort were significant predictors of their coping with the new learning situation at home. Moreover, parents reported that boys were more difficult to motivate to learn during this time as compared to girls. Other predictors (e.g., learning enjoyment) turned out to be non-significant when entered simultaneously in the regression analyses. The results point to the importance of children’s prerequisites for autonomous learning situations without structuring elements by teachers within the school context.

Home Learning in Times of COVID: Experiences of Parents

2020 ◽  
Vol 7 (1) ◽  
pp. 9 ◽  
Author(s):  
Shelina Bhamani ◽  
Areeba Zainab Makhdoom ◽  
Vardah Bharuchi ◽  
Nasreen Ali ◽  
Sidra Kaleem ◽  
...  
Keyword(s):  
Real Life ◽  
Sampling Technique ◽  
Online Classes ◽  
Google Docs ◽  
Learning Gap ◽  
Wide Range ◽  
Home Learning ◽  
Collection Data ◽  
Learning At Home ◽  
At Home

<p align="center"><em>The widespread prevalence of COVID-19 pandemic has affected academia and parents alike. Due to the sudden closure of schools, students are missing social interaction which is vital for better learning and grooming while most schools have started online classes. This has become a tough routine for the parents working online at home since they have to ensure their children’s education. The study presented was designed to explore the experiences of home learning in times of COVID-19. A descriptive qualitative study was planned to explore the experiences of parents about home learning and management during COVID-19 to get an insight into real-life experiences.  Purposive sampling technique was used for data collection.  Data were collected from 19 parents falling in the inclusion criteria. Considering the lockdown problem, the data were collected via Google docs form with open-ended questions related to COVID-19 and home learning. Three major themes emerged after the data analysis: impact of COVID on children learning; support given by schools; and strategies used by caregivers at home to support learning. It was analyzed that the entire nation and academicians around the world have come forward to support learning at home offering a wide range of free online avenues to support parents to facilitate home-learning. Furthermore, parents too have adapted quickly to address the learning gap that have emerged in their children’s learning in these challenging times. Measures should be adopted to provide essential learning skills to children at home. Centralized data dashboards and educational technology may be used to keep the students, parents and schools updated.</em></p>

scholarly journals From Resistance to Digital Technologies in the Context of the Reaction to Distance Learning in the School Context during COVID-19

2021 ◽  
Vol 11 (4) ◽  
pp. 163
Author(s):  
Giusi Antonia Toto ◽  
Pierpaolo Limone
Keyword(s):  
Distance Learning ◽  
School Context ◽  
Digital Technologies ◽  
Point Of View ◽  
View Factor ◽  
Regression Analyses ◽  
Teachers Perceptions ◽  
Professional Perception ◽  
The Relationship ◽  
Professional Perceptions

In the relationship between teachers and distance learning in the context of COIVD-19, a series of unprecedented dynamics have emerged relating to a process of open-air experimentation that is going on in the world of school. The main constructs investigated in this paper concern the professional perceptions of teachers in terms of their skills and resistances towards digital technologies. To investigate this topic, a questionnaire on distance learning was administered to a sample of 658 teachers. From a methodological point of view, factor and reliability analyses and correlation and regression analyses were conducted. From the analysis of the results, it emerged that the questionnaire measures the resistance of teachers to distance learning and focuses on three main dimensions (two positive and one negative) that link teachers’ perceptions to the resistance to distance learning. In conclusion, the theme of the acceptance of technologies in the practice of teachers is still a subject full of meaning for professional perception and vision. A second issue concerns precisely the relationship between digital technologies and users, which must no longer focus only on the relationship with students but also on the perspective of the other training actors, including teachers.

scholarly journals Indonesian Secondary School Students’ Happiness at the Beginning of Covid-19 Pandemic

2021 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Heny Solekhah
Keyword(s):  
Distance Learning ◽  
Secondary School ◽  
Secondary School Students ◽  
Teaching Method ◽  
Subjective Assessment ◽  
School Students ◽  
Face To Face ◽  
Long Time ◽  
Learning At Home ◽  
At Home

Happiness is a subjective assessment of individual wellbeing. Adolescents, especially secondary school students living in Islamic Boarding School, experience dramatic changes from learning at their dormitory with face-to-face teaching method to distance learning at home with minimum activities outside their houses. The survey was conducted on 111 respondents of students who had to return home due to the outbreaks of covid-19 pandemic for two months. The research found that the dramatic changes made them had difficulty to adapt new activities at home for a long time while studying independently through distance learning. Only a third of the sample felt happy during the online learning while the majority felt negative emotions such as boredom, unhappiness, and loneliness. The adolescents’ life satisfaction and community engagement significantly correlated with happiness although the size effects were medium. Female students also had lower happiness variables than males. To maintain their happiness, during the pandemic, most of them prefer activities that mostly trigger a sedentary lifestyle.

The Psychological Well-Being of Taiwanese Youth

2009 ◽  
Vol 24 (3) ◽  
pp. 397-429 ◽  
Author(s):  
Chin-Chun Yi ◽  
Chyi-In Wu ◽  
Ying-Hwa Chang ◽  
Ming-Yi Chang
Keyword(s):  
Depressive Symptoms ◽  
Growth Curve ◽  
Panel Study ◽  
School Context ◽  
Subsequent Development ◽  
Well Being ◽  
Quadratic Growth ◽  
School Factors ◽  
Psychological Well Being ◽  
Over Time

This study examines the growth trajectory of the psychological well-being of Taiwanese adolescents from early to late adolescence. Under the competitive educational system in Taiwan, family and school context are two major loci accounting for the developmental outcome. Data are taken from the Taiwan Youth Project, which is a longitudinal panel study of 2696 students since the year 2000. The study uses individual depressive symptoms as the dependent variable. Family cohesion, family educational strategy as well as classroom effects at school are chosen to indicate the potential contextual influence. Using the latent growth curve method, the analysis confirms that family and school factors do produce different effects over time. Family context is salient at the initial status, but not for subsequent development. Class cohesion as well as adolescents' perceptions of unfairness by teachers determine the depressive level, the linear slope and the non-linear quadratic growth curve. In other words, once the adolescent gets used to junior high school, the school context tends to exert more pronounced effects. Further analysis on gender comparisons indicates that selective family and school effects are more pronounced among females, with a greater degree of depressive symptoms over time. The article concludes that while family and school have different impacts on the growth curve of individual depressive symptoms, the school context exerts salient effects over an adolescent's life course.

School-Family-Community Partnerships: Applying Epstein's Theory of the Six Types of Involvement to School Counselor Practice

2010 ◽  
Vol 13 (4) ◽  
pp. 2156759X1001300
Author(s):  
Dana Griffin ◽  
Sam Steen
Keyword(s):  
Decision Making ◽  
School Counselors ◽  
Community Involvement ◽  
School Counselor ◽  
Community Partnerships ◽  
Future Research ◽  
Community Interactions ◽  
Learning At Home ◽  
At Home

This article investigates school counselor involvement in partnerships using Epstein's six types of school-family-community involvement interactions (i.e., parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community). Findings show more involvement in parenting and collaborating with the community interactions and reveal a new partnership interaction practiced by school counselors. Recommendations for school counselors and areas for future research are discussed.

scholarly journals Analyzing the Mental Health of Students in Dealing with the Coronavirus Disease Pandemic (Covid-19)

2021 ◽  
Vol 10 (4) ◽  
Author(s):  
Muhamad Chamdani ◽  
Umi Mahmudah ◽  
Siti Fatimah
Keyword(s):  
Mental Health ◽  
High School ◽  
Junior High School ◽  
Age Groups ◽  
Age Group ◽  
Qualitative Approaches ◽  
School Senior ◽  
Anxiety Levels ◽  
Learning At Home ◽  
At Home

This study aims to analyze mental health and anxiety levels during the COVID-19 pandemic. This study focused on students who were forced to study at home by e-learning. This study used as many as 210 students from junior high school, senior high school, and university levels which were selected randomly. Then, this study used a mixed-method by combining quantitative and qualitative approaches. Multivariate analysis of variance (MANOVA) was used to obtain empirical results to compare mental health and anxiety levels based on student age groups. The analysis results revealed there was a positive and significant influence of the students’ age group on mental health and anxiety levels during the outbreak of COVID-19. The analysis also concluded that students in the 12-15 years’ age group had the worst mental health level. Meanwhile, students in the 20-25 years’ age group are known to have the lowest anxiety level. Overall, this study found that Indonesian students experienced a decline in mental health and detected an increase in anxiety levels. The level of mental health and student anxiety has implications for their learning at home, which can lead to unsatisfactory learning outcomes.

Learning at Home

2021 ◽  
pp. 66-80
Author(s):  
Renee Rubin ◽  
Michelle H. Abrego ◽  
John A. Sutterby
Keyword(s):  
Learning At Home ◽  
At Home

scholarly journals A Study of the Use of Quipper School in History Learning during COVID-19 Pandemic Era

2020 ◽  
Vol 10 (3) ◽  
pp. 20
Author(s):  
Tri Sastranegara ◽  
Djoko Suryo ◽  
Johan Setiawan
Keyword(s):  
High School ◽  
Positive Impact ◽  
School Level ◽  
High School Level ◽  
Work From Home ◽  
Learning Platform ◽  
History Learning ◽  
Learning At Home ◽  
Descriptive Method ◽  
At Home

Covid-19 pandemic has brought challenges in the process of history learning in senior high schools. As a result of social distancing and work from home policies, online learning platform is needed in order to make learning process at home run well, one of which is by using Quipper School application. The use of Quipper School application is one of the solutions so that the process of history learning at home can be carried out well and efficient during the Covid-19 pandemic. This study aims to determine the use of Quipper School in history learning during the Covid-19 era. The method used in this study is analytical descriptive method through literature review. The results obtained showed that Quipper School application has a positive impact when it is used in the process of history learning at home for students who are at senior high school level. The Quipper School application offers an innovative way of learning where the teacher can manage assignments and homework more effectively so that the teacher can also recognize the strengths and weaknesses of students in capturing a given learning topic.

Use of heated tobacco products in smoke-free locations in Japan: the JASTIS 2019 study

2020 ◽  
pp. tobaccocontrol-2020-055951
Author(s):  
Kosuke Kiyohara ◽  
Takahiro Tabuchi
Keyword(s):  
Logistic Regression ◽  
Tobacco Smoking ◽  
Internet Survey ◽  
Regression Analyses ◽  
Japan Society ◽  
Tobacco Products ◽  
Factors Associated ◽  
Potential Factors ◽  
Significant Factors ◽  
At Home

ObjectiveWe aimed to examine the use of heated tobacco products (HTPs) in locations where cigarette smoking was not allowed, and to explore the factors associated with such use among Japanese HTP users.MethodsAn internet-based self-reported questionnaire survey was conducted in 2019 as part of the Japan Society and New Tobacco Internet Survey. The study subjects were respondents who self-reported having used HTPs in the last year. The proportions of those who had ever used or frequently used HTPs in locations where tobacco smoking was not allowed in the last year were calculated. These locations included home, restaurants and workplaces. Furthermore, potential factors associated with HTP use in such smoke-free locations were examined using multivariable logistic regression analyses.ResultsThe proportion of HTP users who had ever used HTPs in smoke-free locations in the last year was 20.7% (148/716) at home, 11.8% (128/1081) in restaurants and 11.9% (113/950) in workplaces. The proportion of those who had frequently used HTPs in those locations was 9.5% (68/716) at home, 4.8% (52/1081) in restaurants and 8.0% (76/950) in workplaces. The statistically significant factors associated with HTP use varied by location. Generally, respondents who thought HTP use was not forbidden in places where tobacco smoking is forbidden were likely to use HTPs in such locations.ConclusionIn Japan, a considerable number of people used HTPs in locations where tobacco smoking was not allowed. Policymakers should establish clear rules about use of HTPs in smoke-free environments.

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