Department of Developmental and Social Psychology.
Sch Psychol. 2022 Mar;37(2):183-189. doi: 10.1037/spq0000437. Epub 2021 Aug 2.
School closure and distance learning during the COVID-19 pandemic have posed several challenges to children. Drawing upon the social-ecological framework, in this preliminary study, we tested what factors may help to explain students' difficulties with distance learning during COVID-19 lockdown, by analyzing family, school, and individual variables. The final sample included 183 Italian middle-school students (97 girls and 86 boys; = 11 years, 9 months; = 8 months; range: 11-14 years), who completed online surveys before the pandemic (November 2019) and during lockdown (May 2020). Key findings indicate that students who showed fewer difficulties with distance learning reported a more positive family climate, a better relationship with their teachers, and were more able to regulate their emotions in stressful situations. The educational and policy implications of these findings are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
在 COVID-19 大流行期间，学校关闭和远程学习给孩子们带来了诸多挑战。本初步研究以社会生态学框架为基础，通过分析家庭、学校和个体变量，旨在探讨在 COVID-19 封锁期间，哪些因素可能有助于解释学生在远程学习方面的困难。最终样本包括 183 名意大利中学生（97 名女生和 86 名男生；M = 11 年 9 个月；SD = 8 个月；范围：11-14 岁），他们在大流行前（2019 年 11 月）和封锁期间（2020 年 5 月）完成了在线调查。研究结果表明，在远程学习方面困难较少的学生报告称，家庭氛围更积极，与教师的关系更好，在压力情况下更能调节情绪。讨论了这些发现对教育和政策的影响。（PsycInfo 数据库记录（c）2022 APA，保留所有权利）。
