Chifari Antonella, Allegra Mario, Benigno Vincenza, Caruso Giovanni, Fulantelli Giovanni, Gentile Manuel, Ferlino Lucia
Institute for Educational Technology, National Research Council of Italy, Genova, Palermo, Italy.
Front Psychol. 2021 Nov 11;12:762213. doi: 10.3389/fpsyg.2021.762213. eCollection 2021.
This contribute investigates how Emergency Remote Education (ERE) impacted families during the spring 2020 Covid-19 lockdown, and in particular, the extent to which the impact of ERE on families, measured in terms of space and equipment sharing, moderates the effect of student and family characteristics on students' engagement. The study derived from the administration of an online survey to 19,527 families with children attending schools, from nursery to upper secondary grade. The total number of student records collected amounted to 31,805, since parents had to provide data for each school-age child in the family. The survey contains 58 questions, divided into three sections, with the first two sections designed to get a reading at family level and the third section to gather data for each school-age child in the family. After verifying the validity of the engagement construct through confirmatory factor analysis, two structural equation models were used to analyze the students' engagement. The main findings reveal how the impact of the ERE on the families has had a significant role in predicting students' level of engagement observed by parents with respect to different predictor variables. Finally, we argue that it is necessary to follow a holistic approach to observe the challenges imposed by the switch of the process of deferring teaching from presence to distance, imposed by the pandemic emergency on families. In fact, a holistic approach can promote student engagement and prevent the onset of cognitive-behavioral and affective problems linked to disengagement in ERE.
本研究探讨了2020年春季新冠疫情封锁期间应急远程教育（ERE）对家庭的影响，特别是从空间和设备共享方面衡量的应急远程教育对家庭的影响，在多大程度上调节了学生和家庭特征对学生参与度的影响。该研究源于对19527个有孩子上学的家庭进行的在线调查，这些孩子从幼儿园到高中。收集到的学生记录总数为31805份，因为家长必须为家庭中每个学龄儿童提供数据。该调查包含58个问题，分为三个部分，前两个部分旨在了解家庭层面的情况，第三部分则收集家庭中学龄儿童的相关数据。通过验证性因素分析验证参与度结构的有效性后，使用两个结构方程模型来分析学生的参与度。主要研究结果揭示了应急远程教育对家庭的影响在预测家长观察到的学生参与度水平方面，相对于不同预测变量所起的重要作用。最后，我们认为有必要采取整体方法来观察疫情紧急情况给家庭带来的教学过程从面对面到远程的转变所带来的挑战。事实上，整体方法可以促进学生参与度，并预防与应急远程教育中的脱离接触相关的认知行为和情感问题的出现。
