ERIC Number: EJ1326033
Record Type: Journal
Publication Date: 2021-Sep
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1307-9298
EISSN: N/A
Available Date: N/A
Some Predictors of Perceived Support and Proximity in Students during COVID-19 Distance Learning
International Electronic Journal of Elementary Education, v14 n1 p51-62 Sep 2021
Due to the COVID-19 pandemic, distance learning and social isolation have dramatically changed the social and learning experiences of adolescents. Given that social isolation can adversely affect students' psychosocial well-being, our study examined the extent to which ICT competences, resilience, and individual types of contact with teachers and classmates contribute to the psychosocial well-being of lower secondary school students (N = 1,813) over an extended period of distance learning. The questionnaires were conducted in groups via videoconferences using the 1ka application. The structural model showed that perceived proximity and support from teachers and classmates as indicators of psychosocial well-being were most strongly predicted by student resilience, teacher organization of group work, student contact with class teachers outside of regular school hours, and contact with classmates through online social networks. These findings have practical applications for teacher education and implementation in teacher practice.
Descriptors: Predictor Variables, COVID-19, Pandemics, Distance Education, Technological Literacy, Resilience (Psychology), Teacher Student Relationship, Peer Relationship, Middle School Students, Well Being, Social Support Groups, Proximity, Foreign Countries
International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Slovenia
Grant or Contract Numbers: N/A
Author Affiliations: N/A