Adolescents' Daily Sense of School Connectedness and Academic Engagement: Intensive Longitudinal Mediation Study of Student Differences by Remote, Hybrid, and In-Person Learning Modality

Autor/inn/en	McKellar, Sarah E.; Wang, Ming-Te
Titel	Adolescents' Daily Sense of School Connectedness and Academic Engagement: Intensive Longitudinal Mediation Study of Student Differences by Remote, Hybrid, and In-Person Learning Modality
Quelle	(2022), (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student School Relationship; Longitudinal Studies; COVID-19; Pandemics; Distance Education; School Districts; Educational Change; Learning Processes; Learner Engagement; Teacher Student Relationship; Peer Relationship; Online Courses; Blended Learning; In Person Learning; Middle School Students; High School Students; Student Characteristics; Models + Suchen Sie Ihr Suchwort? Schüler-Lehrer-Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Distance study; Distance learning; Fernunterricht; School district; Schulbezirk; Bildungsreform; Learning process; Lernprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Online course; Online-Kurs; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Analogiemodell
Abstract	In spring 2020, the COVID-19 pandemic thrust nearly 56 million students in the United States into remote education. By fall 2020, states' and school districts' differing public health measures resulted in the adoption of varying COVID-adapted learning modalities (i.e., in-person, remote, and hybrid). Using daily diary data with a nationally representative sample (N=517, M[subscript age] = 14.65 years), we investigated whether adolescents' academic engagement and connectedness to their teachers and classmates differed by COVID-adapted learning modalities. We also assessed whether adolescent connectedness mediated the link between learning modality and academic engagement. Results revealed that academic engagement and connectedness to teachers and classmates were higher for in-person learners than for students in hybrid and remote learning modalities. Moreover, students' connectedness to classmates and teachers explained the relationship between learning modality and academic engagement. [This is the in-press version of an article published in "Learning and Instruction" (ISSN 0959-4752).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01