Comparison of parent-rated teaching activities during the first and second school lockdowns and its association with students' learning outcomes during distant teaching.

Autor/inn/en	Steinmayr, Ricarda; Lazarides, Rebecca; Wirthwein, Linda; Christiansen, Hanna
Titel	Comparison of parent-rated teaching activities during the first and second school lockdowns and its association with students' learning outcomes during distant teaching. Gefälligkeitsübersetzung: Vergleich der von den Eltern bewerteten Unterrichtsaktivitäten während der ersten und zweiten Schulsperre und deren Zusammenhang mit den Lernergebnissen der Schüler während des Fernunterrichts.
Quelle	In: Zeitschrift für Psychologie, 231 (2023) 3, S. 192-203 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0044-3409; 1438-9789; 2151-2604; 2151-2604 (2007); 2190-8370; 2190-8370 (2007)
DOI	10.1027/2151-2604/a000528
Schlagwörter	Kompetenz; Eigenschaft; Schule; Lehrer; Schüler; Schülerin; Lernerfolg; Leistungsmotivation; Lernen; Lernmotivation; Lehrmethode; Pandemie; Fernstudium
Abstract	Due to the COVID-19 pandemic, schools were closed twice in Germany for several months. The aim of the present study was to investigate whether distant teaching activities increased from the first school lockdown to the second school lockdown and whether the frequency of distant teaching activities were related to students' outcomes (motivation, competent and independent learning, perceived learning progress) during distant learning. To this end, N = 3,480 legal guardians filled in an online questionnaire during the second lockdown (see Steinmayr et al., 2021). Distant teaching activities greatly increased from the first lockdown to the second lockdown. Besides communication with a parent, all other distant teaching activities were more frequent at secondary schools. However, in both elementary and secondary schools, distant teaching activities varied greatly. Distant teaching activities as well as children's characteristics and social background were independently important for students' outcomes. The results are discussed with regard to their practical implications for realizing distant teaching. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/1