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Homeschooling during the SARS-CoV-2 pandemic: the role of students' trait self-regulation and task attributes of daily learning tasks for students' daily self-regulation.
Blume, Friederike; Schmidt, Andrea; Kramer, Andrea C; Schmiedek, Florian; Neubauer, Andreas B.
Afiliación
  • Blume F; DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Rostocker Str. 6, 60323 Frankfurt/Main, Germany.
  • Schmidt A; Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Rostocker Str. 6, 60323 Frankfurt/Main, Germany.
  • Kramer AC; DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Rostocker Str. 6, 60323 Frankfurt/Main, Germany.
  • Schmiedek F; Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Rostocker Str. 6, 60323 Frankfurt/Main, Germany.
  • Neubauer AB; DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Rostocker Str. 6, 60323 Frankfurt/Main, Germany.
Z Erziehwiss ; 24(2): 367-391, 2021.
Article en En | MEDLINE | ID: mdl-33821144
As a means to counter the SARS-CoV­2 pandemic, schools were closed throughout Germany between mid-March and end of April 2020. Schooling was translocated to the students' homes where students were supposed to work on learning tasks provided by their teachers. Students' self-regulation and attributes of the learning tasks may be assumed to have played important roles when adapting to this novel schooling situation. They may be predicted to have influenced students' daily self-regulation and hence the independence with which they worked on learning tasks. The present work investigated the role of students' trait self-regulation as well as task difficulty and task enjoyment for students' daily independence from their parents in learning during the homeschooling period. Data on children's trait self-regulation were obtained through a baseline questionnaire filled in by the parents of 535 children (M age  = 9.69, SD age  = 2.80). Parents additionally reported about the daily task difficulty, task enjoyment, and students' learning independence through 21 consecutive daily online questionnaires. The results showed students' trait self-regulation to be positively associated with their daily learning independence. Additionally, students' daily learning independence was shown to be negatively associated with task difficulty and positively with task enjoyment. The findings are discussed with regard to students' daily self-regulation during the homeschooling period. Finally, implications for teaching practice during the pandemic-related school closures are derived.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Tipo de estudio: Prognostic_studies Idioma: En Revista: Z Erziehwiss Año: 2021 Tipo del documento: Article País de afiliación: Alemania Pais de publicación: Alemania
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Tipo de estudio: Prognostic_studies Idioma: En Revista: Z Erziehwiss Año: 2021 Tipo del documento: Article País de afiliación: Alemania Pais de publicación: Alemania