Social and Psychological Effects of the COVID-19 Pandemic on Middle-School Students: Attendance Options and Changes over Time

Autor/inn/en	Walters, Glenn D.; Runell, Lindsey; Kremser, Jon
Titel	Social and Psychological Effects of the COVID-19 Pandemic on Middle-School Students: Attendance Options and Changes over Time
Quelle	In: School Psychology, 36 (2021) 5, S.277-284 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walters, Glenn D.) ORCID (Runell, Lindsey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000438
Schlagwörter	COVID-19; Pandemics; School Closing; Middle School Students; Grade 6; Grade 7; Grade 8; Online Courses; Conventional Instruction; Blended Learning; Parent Attitudes; Knowledge Level; Peer Influence; Conceptual Tempo; Depression (Psychology); Delinquency; Bullying; Victims; Student Behavior; Psychological Patterns; Pennsylvania; Center for Epidemiologic Studies Depression Scale + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Online course; Online-Kurs; Elternverhalten; Wissensbasis; Kriminalität; Mobbing; Victim; Opfer; Student behaviour; Schülerverhalten
Abstract	The purpose of this study was to determine whether restrictions put in place during the COVID-19 pandemic affected the social and psychological well-being of early adolescent schoolchildren. Participants were 309 youth (51% female, average age = 12.38 years) enrolled in the sixth, seventh, or eighth grades of a single middle school located in northeastern Pennsylvania, a state that took a moderately proactive approach to the pandemic. Employing a cross-sectional design, students in three instructional conditions (100% in-person, hybrid, 100% online) were compared on nine outcome measures (perceived parental support, perceived parental knowledge, peer deviance, neutralization, cognitive impulsivity, depression, delinquency, bullying victimization, and bullying perpetration). There were no significant between-groups differences, although there was a borderline significant effect for depression (100% online >100% in-person, p = .06). A second set of analyses employed a longitudinal design and compared 174 children who completed the test battery in November 2019, 3 months before the start of the pandemic, and then again in November 2020, 9 months after the start of the pandemic. Three out of nine outcomes displayed significant change: A small reduction in parental support and modest increments in neutralization beliefs and cognitive impulsivity. Although there were no statistically significant differences between the three instructional conditions and only a handful of relatively small and predictable longitudinal changes between November 2019 and November 2020, there were a fair number of individual students who experienced moderate ([more than or equal to] 50%) increases in depression (17.6%), cognitive impulsivity (15.8%), and bullying victimization (11.7%). (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01