Details
| Original language | English |
|---|---|
| Pages (from-to) | 75-84 |
| Number of pages | 10 |
| Journal | School Psychology |
| Volume | 37 |
| Issue number | 1 |
| Publication status | Published - Jan 2022 |
Abstract
The coronavirus disease (COVID-19) pandemic and the resulting infringements of day-to-day life have affected families through school closures and home-learning. Yet, little research investigated howadolescents and their families could be supported during this time. Our two-wave study had threeaims. First, we examined life satisfaction and academic self-efficacy trajectories among ethnic minorityand majority adolescents. Second, we considered the role of the home learning environment (learningconditions and parental involvement) in explaining ethnic status group differences. Third, we studiedpandemic-related familial factors that contributed to positive home learning environments. The samplecomprised 121 ethnic minority (Mage = 14.04; SD = 1.25; 53% female) and 105 ethnic majority adolescents(Mage = 14.36; SD = 1.25; 59% female) in Germany. Results of repeated measures analyses of covariances(ANCOVAs) showed distinct trajectories in adolescents’ adjustment (Time × Ethnic status group interaction:η 2 p=.02 for academic self-efficacy and η 2 p =.03 for life satisfaction). Whereas ethnic minorityadolescents reported stable academic self-efficacy and a decrease in life satisfaction, ethnic majorityadolescents reported stable life satisfaction and an increase in academic self-efficacy. Accounting forlearning conditions reduced the differences between minority and majority adolescents to nonsignificance.Parental involvement did not explain these differences, although it was itself important for adjustmentoutcomes in both groups. Hierarchical regression analyses showed that good student–teacher communication,a positive family climate and fathers’ short-time work contributed to the home learning environment.Findings highlight the decisive role of the family context during home-learning and the importance oflearning conditions in overcoming educational disparities
Keywords
- Adolescence, Covid-19, Longitudinal comparative research, School closures, Well-being
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Psychology(all)
- Developmental and Educational Psychology
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In: School Psychology, Vol. 37, No. 1, 01.2022, p. 75-84.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Home-Learning During COVID-19
T2 - The Psychological Adjustment of Minority and Majority Adolescents
AU - Paizan, Madalina-Alexandra
AU - Benbow, Alison E. F.
AU - Aumann, Lara
AU - Titzmann, Peter F.
N1 - Funding information: We have no known conflict of interest to disclose. Authors did not come from or self-identify as belonging to the ethnic minority groups that participated in this study
PY - 2022/1
Y1 - 2022/1
N2 - The coronavirus disease (COVID-19) pandemic and the resulting infringements of day-to-day life have affected families through school closures and home-learning. Yet, little research investigated howadolescents and their families could be supported during this time. Our two-wave study had threeaims. First, we examined life satisfaction and academic self-efficacy trajectories among ethnic minorityand majority adolescents. Second, we considered the role of the home learning environment (learningconditions and parental involvement) in explaining ethnic status group differences. Third, we studiedpandemic-related familial factors that contributed to positive home learning environments. The samplecomprised 121 ethnic minority (Mage = 14.04; SD = 1.25; 53% female) and 105 ethnic majority adolescents(Mage = 14.36; SD = 1.25; 59% female) in Germany. Results of repeated measures analyses of covariances(ANCOVAs) showed distinct trajectories in adolescents’ adjustment (Time × Ethnic status group interaction:η 2 p=.02 for academic self-efficacy and η 2 p =.03 for life satisfaction). Whereas ethnic minorityadolescents reported stable academic self-efficacy and a decrease in life satisfaction, ethnic majorityadolescents reported stable life satisfaction and an increase in academic self-efficacy. Accounting forlearning conditions reduced the differences between minority and majority adolescents to nonsignificance.Parental involvement did not explain these differences, although it was itself important for adjustmentoutcomes in both groups. Hierarchical regression analyses showed that good student–teacher communication,a positive family climate and fathers’ short-time work contributed to the home learning environment.Findings highlight the decisive role of the family context during home-learning and the importance oflearning conditions in overcoming educational disparities
AB - The coronavirus disease (COVID-19) pandemic and the resulting infringements of day-to-day life have affected families through school closures and home-learning. Yet, little research investigated howadolescents and their families could be supported during this time. Our two-wave study had threeaims. First, we examined life satisfaction and academic self-efficacy trajectories among ethnic minorityand majority adolescents. Second, we considered the role of the home learning environment (learningconditions and parental involvement) in explaining ethnic status group differences. Third, we studiedpandemic-related familial factors that contributed to positive home learning environments. The samplecomprised 121 ethnic minority (Mage = 14.04; SD = 1.25; 53% female) and 105 ethnic majority adolescents(Mage = 14.36; SD = 1.25; 59% female) in Germany. Results of repeated measures analyses of covariances(ANCOVAs) showed distinct trajectories in adolescents’ adjustment (Time × Ethnic status group interaction:η 2 p=.02 for academic self-efficacy and η 2 p =.03 for life satisfaction). Whereas ethnic minorityadolescents reported stable academic self-efficacy and a decrease in life satisfaction, ethnic majorityadolescents reported stable life satisfaction and an increase in academic self-efficacy. Accounting forlearning conditions reduced the differences between minority and majority adolescents to nonsignificance.Parental involvement did not explain these differences, although it was itself important for adjustmentoutcomes in both groups. Hierarchical regression analyses showed that good student–teacher communication,a positive family climate and fathers’ short-time work contributed to the home learning environment.Findings highlight the decisive role of the family context during home-learning and the importance oflearning conditions in overcoming educational disparities
KW - Adolescence
KW - Covid-19
KW - Longitudinal comparative research
KW - School closures
KW - Well-being
UR - http://www.scopus.com/inward/record.url?scp=85122377785&partnerID=8YFLogxK
U2 - 10.1037/spq0000489
DO - 10.1037/spq0000489
M3 - Article
VL - 37
SP - 75
EP - 84
JO - School Psychology
JF - School Psychology
SN - 2578-4218
IS - 1
ER -