Students’ self-regulated learning at home during pandemic-related school closures

由于与大流行相关的学校关闭，学生、家庭和教师面临着在不同监督下重组家庭学习的多重需求。不仅是教师，家长也面临着挑战，有时难以充分支持孩子。在这个时代，学生们往往不得不自我组织和自我调节他们的学习，然而，在家学习并不总是能取得成功。因此，为了规划和实施进一步的措施和支持，重要的是要考虑成功学习的条件，并确定在这些情况下挣扎的学生。鉴于长期在家独自学习，学生的特点、家庭的支持、教师的规范以及（数字）材料和工具的性质都存在巨大差异，反思自我调节学习过程所需的支持和结构，并强调学习材料和教学的质量，似乎是至关重要的。本项目旨在：1)对比2020年和2021年前后两期在家学习的小学生和中学生应对在家学习的情况，以及家长关于与学校沟通方式、（数字化）学习活动、学习材料满意度的报告；2)特别重视学生在全国范围内学校关闭前、期间和最终关闭后的努力意愿和学习享受，以及与学习环境和学校相关因素的潜在影响的关系；3)根据社会经济背景、性别、以前的表现和动机来确定有在家学习困难风险的学生。将根据德国国家教育小组研究（NEPS; Blossfeld, Roßbach & von Maurice， 2011年）的纵向数据进行分析，该研究涉及两组学生，这些学生在与大流行相关的学校关闭期间就读于小学或中学。由于这些信息是在大流行之前和期间收集的，我们大大扩展了我们对成功在家学习的不同水平先决条件的了解，我们将能够识别有风险的学生。我们会考察学生努力的意愿、学习的乐趣，以及个人特征，作为在家学习期间应对挑战和学习动机的指标。此外，我们的项目包括个人的先决条件以及家庭的特征，以及（在一定程度上针对这些群体）学校和教学的特征，以加强我们对大流行中个人学习过程的理解。为此，该项目侧重于自主学习的相关因素，目的是反思对教师和家长的教学意义。

Students, families, and teachers were facing manifold demands to reorganize learning at home under varying supervision due to the pandemic-related school closures. Not only teachers but also parents were confronted with challenges and were sometimes struggling with adequately supporting children. Students often had to self-organize and self-regulate their learning in these times, yet success in coping with learning at home was not always achieved. For the planning and implementation of further measures and support it is therefore important to contemplate the conditions for successful learning and to identify students who are struggling under these circumstances. Given the long period of solo learning at home with huge variations in students’ characteristics, families’ support, teachers’ specifications, and the nature of the (digital) material and tools, it seems of utmost importance to reflect on necessary support and structure for the self-regulated learning process and to emphasize the quality of learning materials and instruction.The project aims at:1) Comparing primary and secondary school students' coping with learning at home as well as their parents’ reports of ways of communication with school, (digital) learning activities, and satisfaction with learning material in relation to two periods of learning at home in 2020, and about one year later in 2021;2) Placing special emphasis on students’ willingness to exert effort and learning enjoyment before, during, and eventually after the nationwide school closures and in relation to potential effects of learning contexts, and school-related factors;3) Identifying students at risk for struggling with learning at home considering socio-economic background, gender, prior performance, and motivation.Analyses will be based on longitudinal data from the German National Educational Panel Study (NEPS; Blossfeld, Roßbach & von Maurice, 2011) with two cohorts of students who were either in primary school or secondary school during the pandemic-related school closures. Since the information was gathered before and during the pandemic, we substantially expand our knowledge on prerequisites of different levels for successful learning at home and we will be able to identify students at risk. We will examine students’ willingness to exert effort and their learning enjoyment as well as individual characteristics as indicators of coping with challenges and of motivation to learn during periods of learning at home. Moreover, our project includes prerequisites of individuals as well as characteristics of families, and (to a certain extent for these cohorts) of schools and teaching to enhance our understanding of individuals’ learning processes in the pandemic. To that effect, the project focuses on the relevant factors for self-regulated learning with the goal to reflect on pedagogical implications for teachers and parents.