Covid-19 pandemic; learning achievement; well-being; school satisfaction; learner autonomy; teacher and family support
Résumé :
[en] Distance education, used to contain the spread of Covid-19 in 2020, radically altered adolescents’ learning experiences and affected their academic achievements. Based on a survey with adolescents aged 12-16 in Luxembourg, this study investigates the differences the 332 adolescents perceived in schoolwork when learning at school and from home during the pandemic in 2021, as well as predictors of their reported academic achievement.
The findings show that the participants perceived their work as less interesting or useful and more difficult while learning from home and that the main predictors of their academic achievements were school achievements before the pandemic, school satisfaction, learner autonomy, and the ways that adults listen to them. Teacher and parent support played a subordinate role.
Disciplines :
Education & enseignement
Auteur, co-auteur :
KIRSCH, Claudine ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Humanities (DHUM)
VAIOULI, Potheini ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Humanities (DHUM)
Co-auteurs externes :
no
Langue du document :
Anglais
Titre :
Students’ perspectives on their academic achievement during the Covid-19 pandemic: learner autonomy, school satisfaction and adult support
Œuvre Nationale de Secours Grande-Duchesse Charlotte
Commentaire :
Highlights
• 332 adolescents aged 12-16 completed an online questionnaire in Spring 2021
• Perceived differences in schoolwork done at school and from home and predictors of reported achievements were explored
• Data was analyzed with paired samples t-test, Pearson’s r bivariate correlations, hierarchical multiple regression
• Pe-pandemic achievement, school satisfaction, autonomy, and satisfaction of being heard were school achievement predictors
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