Distance Learning during the COVID-19 Lockdown in Italy: The Role of Family, School, and Individual Factors

Autor/inn/en	Pozzoli, Tiziana; Gini, Gianluca; Scrimin, Sara
Titel	Distance Learning during the COVID-19 Lockdown in Italy: The Role of Family, School, and Individual Factors
Quelle	In: School Psychology, 37 (2022) 2, S.183-189 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pozzoli, Tiziana) ORCID (Gini, Gianluca) ORCID (Scrimin, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000437
Schlagwörter	Foreign Countries; COVID-19; Pandemics; School Closing; Distance Education; Barriers; Family Influence; Individual Characteristics; Student Attitudes; Family Environment; Teacher Student Relationship; Emotional Response; Stress Management; Educational Environment; Grade 6; Grade 7; Learner Engagement; Italy + Suchen Sie Ihr Suchwort? Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Schülerverhalten; Familienmilieu; Teacher student relationships; Lehrer-Schüler-Beziehung; Emotionales Verhalten; Stressmanagement; Stressbewältigung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Italien
Abstract	School closure and distance learning during the COVID-19 pandemic have posed several challenges to children. Drawing upon the social--ecological framework, in this preliminary study, we tested what factors may help to explain students' difficulties with distance learning during COVID-19 lockdown, by analyzing family, school, and individual variables. The final sample included 183 Italian middle-school students (97 girls and 86 boys; M[subscript age] = 11 years, 9 months; SD[subscript age] = 8 months; range: 11-14 years), who completed online surveys before the pandemic (November 2019) and during lockdown (May 2020). Key findings indicate that students who showed fewer difficulties with distance learning reported a more positive family climate, a better relationship with their teachers, and were more able to regulate their emotions in stressful situations. The educational and policy implications of these findings are discussed. (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