The Bigger the Storm, the Bigger the Strength: Did Social and Emotional Skills (SES) Make a Difference on a COVID-19 Lockdown Scenario among Children and Young People?

Autor/inn/en	Lemos, Gina C.; Saraiva, Ana Cristina
Titel	The Bigger the Storm, the Bigger the Strength: Did Social and Emotional Skills (SES) Make a Difference on a COVID-19 Lockdown Scenario among Children and Young People?
Quelle	In: Journal of Education and Learning, 11 (2022) 1, S.73-86 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	COVID-19; Pandemics; Coping; School Closing; Children; Adolescents; Young Adults; Social Influences; Emotional Response; Foreign Countries; Psychological Patterns; Self Management; Age Differences; Learning Activities; Recreational Activities; Gender Differences; Portugal + Suchen Sie Ihr Suchwort? Bewältigung; School closings; Schule; Schließung; Schließung (von Schulen); Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Sozialer Einfluss; Emotionales Verhalten; Ausland; Selbstmanagement; Age; Difference; Age difference; Altersunterschied; Lernaktivität; Freizeitgestaltung; Geschlechterkonflikt
Abstract	Little is known about the emotional experience of children and young people during lockdown, their coping strategies on COVID-19 pandemic context and their influence on the emotional state when dealing with the challenges associated with lockdown. In this study, 1031 children and young people (865 aged 8-15 years old and 166 aged 16-25 years old) answered an online self-report survey, specifically designed to assess the perceived potential contribution of SES learned/developed in the Gulbenkian Academies for Knowledge--a national initiative--in coping with the consequences of the context of the COVID-19 pandemic during the Portugal first lockdown. There are three main findings. First, the prevalent emotional pattern was predominantly negative (53.7%) for the younger participants (most frequent emotions: boredom 66.9%; worry 47.8%) and predominantly positive (52.0%) for the older participants (most frequent emotions: boredom 70.1% and tranquillity 52.6%). Second, school activities (25.2%, 8-15 subsample; 32.7%, 16-25 subsample) and self-knowledge and self-regulation activities/strategies (24.8%, 8-15 subsample; 20.0%, 16-25 subsample) were the most frequently reported by participants from both subsamples and that this has significantly interfered with their emotional state: among 8-15 subsample, they reported feeling more excited, more calm, more optimistic and more hopeful; among 16-25 subsample, they reported feeling more cheered up, more optimistic, more quiet and more hopeful. Culinary and horticultural activities predict about 4% the possibility of feeling hope, sadness, optimism, irritation, and worry (8-15 years old) and school activities contribute about 17% to the explanation of the emotional states of sadness and optimism (16-25 years old). Third, both the younger and the older participants showed a medium-superior level of socio-emotional skills and those SES predict about 20% the possibility of feeling optimistic, irritation, sad, hopeful, and bored (8-15 years old) and about 12% the possibility of feeling sadness (16-25 years old). The potential of social and emotional skills in exceptional circumstances and vulnerabilities are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01