Serrano-Díaz Noemí, Aragón Estíbaliz, Merida-Serrano Rosario
Department of Didactic, Faculty Science of Education, University of Cadiz, Puerto Real, Spain.
Department of Psychology, Faculty Science of Education, University of Cadiz, Puerto Real, Spain.
Front Psychol. 2024 May 9;15:1296333. doi: 10.3389/fpsyg.2024.1296333. eCollection 2024.
Recent lockdown situations have highlighted social relationship deprivation of schoolchildren and the need to develop the teaching-learning process in informal contexts. The aim of this study was to analyze differential socioemotional and educational profiles in Early Childhood and Primary Education students using variables relating to academic performance during the COVID-19 pandemic. Correlational, descriptive, and inferential statistical analyses were performed that yielded differential explanatory models depending on the stage of education. The results reveal statistically significant differences in all the variables except for family-school relationship. In the linear regression models, the most statistically significant variable for school performance in both stages was family-school relationship. However, differences were found between both profiles: emotional impact for Early Childhood Education students and social impact for Primary Education students. Lastly, leisure activities at home were included as an explanatory variable only in the Primary Education regression model. The final conclusions highlight the need to attend to the evolutionary characteristics of students in each stage to improve school performance in similar lockdown situations.
近期的封锁情况凸显了学童社会关系的缺失以及在非正式环境中开展教学过程的必要性。本研究的目的是利用与新冠疫情期间学业成绩相关的变量，分析幼儿教育和小学教育阶段学生的不同社会情感和教育概况。进行了相关、描述性和推断性统计分析，根据教育阶段得出了不同的解释模型。结果显示，除了家校关系外，所有变量均存在统计学上的显著差异。在线性回归模型中，两个阶段对学业成绩最具统计学意义的变量都是家校关系。然而，两种概况之间存在差异：幼儿教育阶段学生受情感影响，小学教育阶段学生受社会影响。最后，家庭休闲活动仅作为小学教育回归模型中的一个解释变量。最终结论强调，在类似的封锁情况下，需要关注每个阶段学生的发展特点，以提高学业成绩。
