Garrote, Ariana

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Garrote
Vorname
Ariana
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Garrote, Ariana

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2020 - 202115
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Enddatum: 2021 × Anfangsdatum: 2020 × Thema: 370 - Erziehung, Schul- und Bildungswesen ×

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Gerade angezeigt 1 - 10 von 15
  • Vorschaubild
    Publikation
    Longitudinal changes in Swiss adolescent’s mental health outcomes from before and during the COVID-19 pandemic
    (MDPI, 02.12.2021) Ertanir, Beyhan; Kassis, Wassilis; Garrote, Ariana [in: International Journal of Environmental Research and Public Health]
    This study aimed to explore changes in mental health outcomes (depression, anxiety, home, and school stress) from before the first COVID-19 wave (autumn 2019) to the later stages of the same wave (autumn 2020) in a sample of N = 377 Swiss adolescents (Mage = 12.67; 47% female. The results showed that the expected impact of the pandemic on mental health was not noticeable in the later stages of the first COVID-19 wave. Only two effects were demonstrated in terms of intra-individual changes, namely, an effect of gender on depression and anxiety symptoms and an effect of reported COVID-19 burden on school stress symptoms. Moreover, few associations were found for selected predictors and students’ mean level scores, averaged across both time points.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Kompetenzvielfalt
    (12/2021) Garrote, Ariana [in: Bündner Schulblatt]
    01B - Beitrag in Magazin oder Zeitung
  • Vorschaubild
    Publikation
    Teacher expectations and parental stress during emergency distance learning and their relationship to students’ perception
    (Frontiers Research Foundation, 17.09.2021) Garrote, Ariana; Niederbacher, Edith; Hofmann, Jan; Rösti, Ilona; Neuenschwander, Markus [in: Frontiers in Psychology]
    School closures in spring 2020 caused by the COVID-19 pandemic were an unprecedented and drastic event for students, parents, and teachers. The unplanned adaptation of classroom instruction to emergency distance learning was necessary to ensure continued education. In this new learning environment, teachers formed expectations for student academic achievement gains, which in turn affected the opportunities for students to learn. Parents faced new challenges in supporting their children’s learning. According to parenting stress models, such drastic events can be a stress factor for parents, which in turn affects their children’s adjustment. This study analyzed the extent to which parents and teachers affected the perceptions of students in compulsory school toward distance learning through processes at home (individual level) and at the class level with data from multiple informants. On an individual level, the relationship between parents’ perceived threat of COVID-19 and their stress due to distance learning and students’ perceived threat of COVID-19 and their perception of distance learning were examined. Students’ learning behavior was accounted for as a variable related to their perception of distance learning. At the class level, the explanatory character of teacher expectations and class-aggregated achievement gains were examined. Data on students in grades 4 to 8, parents, and teachers in Switzerland were collected with standardized online questionnaires after the period of school closures. A subsample of 539 students, 539 parents, and 83 teachers was analyzed. The results of multilevel structural equation modeling suggested that students had a more positive perception of distance learning if they were able to learn more autonomously (i.e., more motivated and concentrated than in regular classroom instruction) and if their parents felt less stressed in the distance learning setting. Parents were more stressed if they perceived COVID-19 as a threat. Students’ perception of the COVID-19 threat was related to their parents’ perception but did not explain students’ learning behavior. At the class level, if teachers expected high academic achievement gains in distance learning, the average academic achievement gains of a class were greater. The greater the achievement gains were, the more positive the collective student perception of distance learning was.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Social participation of a minority group in the context of an international school
    (27.08.2021) Garrote, Ariana; Néray, Balint; Lubbers, Miranda
    06 - Präsentation
  • Vorschaubild nicht verfügbar
    Publikation
    06 - Präsentation
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    Publikation
    06 - Präsentation
  • Vorschaubild
    Publikation
    Die Wirkung von unterschiedlichen Formen von co-teaching auf die von den Schülerinnen und Schülern wahrgenommene Unterrichtsqualität in inklusiven Klassen
    (Springer, 26.04.2021) Moser Opitz, Elisabeth; Maag Merki, Katharina; Pfaffhauser, Rico; Stöckli, Meret; Garrote, Ariana [in: Unterrichtswissenschaft]
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    06 - Präsentation
  • Vorschaubild
    Publikation
    Modifying biased teacher expectations in mathematics and German. A teacher intervention study
    (Elsevier, 06.04.2021) Neuenschwander, Markus; Mayland, Camille; Niederbacher, Edith; Garrote, Ariana [in: Learning and Individual Differences]
    Students’ migration backgrounds and low socioeconomic status can bias teacher expectations of student achievement in mathematics and German. The main goal of this intervention study was to inform, raise awareness, and provide opportunities to implement behaviors to modify primary school teachers’ biased achievement expectations. Before and after the implementation of the teacher training, data were collected using teacher, student, and parent questionnaires and student achievement tests in mathematics and German. Regression analyses using a sample of 860 students from Grades 4 to 6 from 75 classes showed that students’ migration backgrounds and socioeconomic status biased teacher expectations for pretests in mathematics and German. After the intervention, expectations in mathematics were unbiased by students’ migration background among teachers in the test group, in contrast to the control group. This study provides evidence for strategies to modify biased teacher expectations through teacher training.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Sozialisation in interkulturellen Bildungssettings
    (Springer, 01.03.2021) Grütter, Jeanine; Garrote, Ariana; Ringeisen, Tobias; Genkova, Petia; Leong, Frederick T. L. [in: Handbuch Stress und Kultur]
    04A - Beitrag Sammelband