Institute of Psychology.
Sch Psychol. 2022 Jan;37(1):75-84. doi: 10.1037/spq0000489. Epub 2021 Dec 20.
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 how adolescents and their families could be supported during this time. Our two-wave study had three aims. First, we examined life satisfaction and academic self-efficacy trajectories among ethnic minority and majority adolescents. Second, we considered the role of the home learning environment (learning conditions and parental involvement) in explaining ethnic status group differences. Third, we studied pandemic-related familial factors that contributed to positive home learning environments. The sample comprised 121 ethnic minority ( = 14.04; = 1.25; 53% female) and 105 ethnic majority adolescents ( = 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: η² = .02 for academic self-efficacy and η² = .03 for life satisfaction). Whereas ethnic minority adolescents reported stable academic self-efficacy and a decrease in life satisfaction, ethnic majority adolescents reported stable life satisfaction and an increase in academic self-efficacy. Accounting for learning conditions reduced the differences between minority and majority adolescents to nonsignificance. Parental involvement did not explain these differences, although it was itself important for adjustment outcomes 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 of learning conditions in overcoming educational disparities. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
新型冠状病毒病（COVID-19）大流行以及由此导致的日常生活中断，通过学校关闭和家庭学习影响了家庭。然而，很少有研究调查在这段时间内如何支持青少年及其家庭。我们的两波研究有三个目的。首先，我们考察了少数族裔和多数族裔青少年的生活满意度和学业自我效能轨迹。其次，我们考虑了家庭学习环境（学习条件和父母参与）在解释族裔地位群体差异中的作用。第三，我们研究了有助于积极家庭学习环境的与大流行相关的家庭因素。该样本包括德国的 121 名少数族裔（ = 14.04；SD = 1.25；53%为女性）和 105 名多数族裔青少年（ = 14.36；SD = 1.25；59%为女性）。协方差重复测量分析（ANCOVAs）的结果显示，青少年调整（时间×族裔地位群体交互作用：η² =.02 用于学业自我效能，η² =.03 用于生活满意度）存在明显差异。少数族裔青少年报告学业自我效能稳定，生活满意度下降，而多数族裔青少年报告生活满意度稳定，学业自我效能增加。考虑到学习条件，少数族裔和多数族裔青少年之间的差异减少到无统计学意义。父母参与并没有解释这些差异，尽管它对两个群体的调整结果都很重要。分层回归分析表明，良好的师生沟通、积极的家庭氛围和父亲的短时间工作有助于家庭学习环境。研究结果强调了家庭学习期间家庭环境的决定性作用，以及学习条件在克服教育差距方面的重要性。（PsycInfo 数据库记录（c）2022 APA，保留所有权利）。
