The Transformation of Peer Relationships and Participation during the Covid-19 Pandemic

关于儿童和青少年对Covid-19大流行相关限制的看法的首次国家和国际调查结果提供了非常明确的证据，证明自2020年3月中旬以来，年轻人经历了社会情绪压力和对学业成绩的过度要求。在这种情况下，与同伴的直接互动受到限制，不再能够在充满危机的日常生活中作为一种支持手段。尽管如此，一些研究也指出，在暂停面对面教学方面，特别是在表现要求和同伴互动冲突发生率降低方面，情况有所缓解。青少年在生命的关键阶段受到这一流行病影响的影响。向青春期过渡的特点，除其他外，是与父母的分离，与同龄人的休闲活动的扩大，在亲密的友谊和浪漫关系中日益亲密，以及政治判断和意见形成的发展。该项目通过采用文献法进行定性纵向研究，重构13- 14岁儿童的取向和实践，解决了这个很大程度上未被探索的话题。其核心问题是同龄人在年轻人如何应对2019冠状病毒病大流行的影响以及教育和政治（非）参与经验方面的重要性。它的重点是在学习方面有特殊教育需要的年轻人和在教育方面处于不利地位的青少年，这一群体迄今为止在研究中得到的关注非常有限。基于每次学习浪潮的30次访谈和20次小组讨论，个人教育轨迹与同伴关系和实践在两个时间点的变化有关。在纵向定性重建中，数据和视角的三角化在青年与教育研究的交叉点方面做出了创新贡献。此外，该项目对参与实践的相互联系进行了调查，首先是作为（非）参与教育，其次是作为政治（非）参与，从而获得了额外的预期知识收获。由于2019冠状病毒病大流行的影响带来了严重变化，需要对学校和非学校教育环境的相互依存关系进行实证调查。

The first national and international findings on children and adolescents’ perceptions of the Covid-19 pandemic-related restrictions provide very clear evidence of the social-emotional stress and excessive demands on school performance that young people have experienced since mid-March 2020. In this context, direct interactions with peers have been restricted and can no longer function as a means of support in crisis-laden everyday life. Some studies nonetheless also point to relief in terms of the suspension of face-to-face instruction, particularly regarding performance demands and the lower incidence of conflictual peer interactions. Young adolescents have been impacted by the effects of the pandemic at a crucial life phase. The transition to adolescence is characterized, among others, by a detachment from parents and an expansion of leisure activities with peers, growing intimacy in close friendships and romantic relationships as well as the development of political judgment and opinion formation. The proposed project addresses this largely unexplored topic by reconstructing the orientations and practices of 13- to 14-year-olds through a qualitative longitudinal study using the documentary method. At its centre is the question of the importance of peers in how young people cope with the effects of the Covid-19 pandemic and the experience of educational and political (non)participation. It focuses on young people with special educational needs in the field of learning and adolescents with an identified educational disadvantage, a group that has received very limited attention in the research to date. Based on 30 interviews and 20 group discussions per study wave, individual educational trajectories are placed in relation to changes in peer relationships and practices at two points in time. The triangulation of data and perspectives in a longitudinal qualitative reconstruction makes an innovative contribution in terms of the intersection of youth and education research. Moreover, an additional expected gain in knowledge results from the project’s investigation of the interconnectedness of participation practices first as (non)participation in education and second as political (non)participation. As the effects of the Covid-19 pandemic have brought about serious changes that require an empirical investigation of the interdependent relationships of school and non-school educational contexts.