Learning in a Pandemic: Primary School children's Emotional Engagement with Remote Schooling during the spring 2020 Covid-19 Lockdown in Ireland.
Learning in a Pandemic: Primary School children's Emotional Engagement with Remote Schooling during the spring 2020 Covid-19 Lockdown in Ireland.
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DOI：
10.1007/s12187-022-09922-8
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发表时间：
2022
影响因子：
2.8
通讯作者：
Martinez Sainz G
中科院分区：
文献类型：
--
作者：
Chzhen Y;Symonds J;Devine D;Mikolai J;Harkness S;Sloan S;Martinez Sainz G
2019冠状病毒病大流行对儿童的学校教育造成了几代人以来最严重的破坏。本研究分析了爱尔兰共和国2020年春季封锁期间小学生对远程教育的情感参与，这是当时富裕国家中最长的学校关闭之一。它使用儿童学校生活（CSL）调查的数据，调查儿童参与远程教育的情况是否因个人和家庭特征而异。CSL是一项针对爱尔兰小学的全国代表性研究，该研究收集了2019年5月至8月和2020年5月至7月期间8-9岁儿童的信息。具有学校固定效应的线性回归估计是基于近400名儿童（来自71所学校）的分析样本，他们参加了两次浪潮，并拥有所有关键变量的完整数据。对学校教育的情感投入是用儿童报告的关于学校教育满意度的项目来衡量的。在其他条件相同的情况下，大流行前报告上学率较高的儿童在封锁期间更多地参与了远程教育。尽管家庭富裕程度没有显著差异，但拥有更多家庭教育资源的孩子报告的参与程度更高。这包括有一台电脑或笔记本电脑来做功课，如果孩子担心落后，有人帮助做功课，让老师检查功课。这表明在家庭中使用足够的数字技术以及在远程教育期间获得帮助是至关重要的。
The COVID-19 pandemic resulted in the greatest disruption to children’s schooling in generations. This study analyses primary school children’s emotional engagement with remote schooling during the Spring 2020 lockdown in the Republic of Ireland, which involved one of the longest school closures among rich countries at the time. It investigates whether children’s engagement with their remote schooling varied by personal and family characteristics, using data from the Children’s School Lives (CSL) surveys. CSL is a nationally representative study of primary schools in Ireland, which collected information from children aged 8–9 years in May – August 2019 and in May – July 2020. Linear regression estimates with school fixed effects are based on the analytic sample of nearly 400 children (from across 71 schools) who took part in both waves and have complete data on all the key variables. Emotional engagement with schooling is measured using child-reported items on satisfaction with schooling. Everything else being equal, children who reported higher engagement with schooling before the pandemic were more engaged with remote schooling during the lockdown. Although there were no significant differences by family affluence, children with greater resources for home schooling reported higher levels of engagement. This includes having a computer or a laptop for schoolwork, having someone to help with schoolwork if the child is worried about falling behind, and having schoolwork checked by a teacher. This points to the paramount importance of adequate digital technologies in the home as well as the availability of help during periods of remote schooling.
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影响因子：
9.8
作者：
Bacher-Hicks A;Goodman J;Mulhern C
通讯作者：
Mulhern C
影响因子：
8.1
作者：
Dietrich, Hans;Patzina, Alexander;Lerche, Adrian
通讯作者：
Lerche, Adrian
影响因子：
2.4
作者：
Currie, CE;Elton, RA;Platt, S
通讯作者：
Platt, S
COVID-19期间的远程学习：检查学校实践，服务延续以及患有或没有注意力缺陷/多动障碍的青少年的困难。
DOI：
10.1016/j.jadohealth.2020.09.002
发表时间：
2020-12
期刊：
The Journal of adolescent health : official publication of the Society for Adolescent Medicine
影响因子：
--
作者：
Becker SP;Breaux R;Cusick CN;Dvorsky MR;Marsh NP;Sciberras E;Langberg JM
通讯作者：
Langberg JM
DOI：
10.1073/pnas.2022376118
发表时间：
2021-04-27
影响因子：
11.1
作者：
Engzell P;Frey A;Verhagen MD
通讯作者：
Verhagen MD