Teacher expectations and parental stress during emergency distance learning and their relationship to students’ perception
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Dateien
Autor:in (Körperschaft)
Publikationsdatum
17.09.2021
Typ der Arbeit
Studiengang
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Frontiers in Psychology
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
12
Ausgabe / Nummer
712447
Seiten / Dauer
1-11
Patentnummer
Verlag / Herausgebende Institution
Frontiers Research Foundation
Verlagsort / Veranstaltungsort
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
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.
Schlagwörter
Fachgebiet (DDC)
370 - Erziehung, Schul- und Bildungswesen
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
1664-1078
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Lizenz
Zitation
GARROTE, Ariana, Edith NIEDERBACHER, Jan HOFMANN, Ilona RÖSTI und Markus NEUENSCHWANDER, 2021. Teacher expectations and parental stress during emergency distance learning and their relationship to students’ perception. Frontiers in Psychology. 17 September 2021. Bd. 12, Nr. 712447, S. 1–11. DOI 10.3389/fpsyg.2021.712447. Verfügbar unter: https://doi.org/10.26041/fhnw-3892