Home-Learning During COVID-19

The Psychological Adjustment of Minority and Majority Adolescents

authored by

Madalina-Alexandra Paizan, Alison E. F. Benbow, Lara Aumann, Peter F. Titzmann

Abstract

The coronavirus disease (COVID-19) pandemic and the resulting infringements of day-to-day life have affected families through school closures and home-learning. Yet, little research investigated howadolescents and their families could be supported during this time. Our two-wave study had threeaims. First, we examined life satisfaction and academic self-efficacy trajectories among ethnic minorityand majority adolescents. Second, we considered the role of the home learning environment (learningconditions and parental involvement) in explaining ethnic status group differences. Third, we studiedpandemic-related familial factors that contributed to positive home learning environments. The samplecomprised 121 ethnic minority (Mage = 14.04; SD = 1.25; 53% female) and 105 ethnic majority adolescents(Mage = 14.36; SD = 1.25; 59% female) in Germany. Results of repeated measures analyses of covariances(ANCOVAs) showed distinct trajectories in adolescents’ adjustment (Time × Ethnic status group interaction:η

_p=.02 for academic self-efficacy and η

_p =.03 for life satisfaction). Whereas ethnic minorityadolescents reported stable academic self-efficacy and a decrease in life satisfaction, ethnic majorityadolescents reported stable life satisfaction and an increase in academic self-efficacy. Accounting forlearning conditions reduced the differences between minority and majority adolescents to nonsignificance.Parental involvement did not explain these differences, although it was itself important for adjustmentoutcomes in both groups. Hierarchical regression analyses showed that good student–teacher communication,a positive family climate and fathers’ short-time work contributed to the home learning environment.Findings highlight the decisive role of the family context during home-learning and the importance oflearning conditions in overcoming educational disparities

Organisation(s)

Institute of Psychology

Type

Article

Journal

School Psychology

Volume

Pages

75-84

No. of pages

ISSN

2578-4218

Publication date

01.2022

Publication status

Published

Peer reviewed

Yes

ASJC Scopus subject areas

Education, Developmental and Educational Psychology

Electronic version(s)

https://doi.org/10.1037/spq0000489 (Access: Closed)

BibTeX

@article{6c21b7a110e14ab2ad05a42f2aa2fcbf,
title = "Home-Learning During COVID-19: The Psychological Adjustment of Minority and Majority Adolescents",
abstract = "The coronavirus disease (COVID-19) pandemic and the resulting infringements of day-to-day life have affected families through school closures and home-learning. Yet, little research investigated howadolescents and their families could be supported during this time. Our two-wave study had threeaims. First, we examined life satisfaction and academic self-efficacy trajectories among ethnic minorityand majority adolescents. Second, we considered the role of the home learning environment (learningconditions and parental involvement) in explaining ethnic status group differences. Third, we studiedpandemic-related familial factors that contributed to positive home learning environments. The samplecomprised 121 ethnic minority (Mage = 14.04; SD = 1.25; 53% female) and 105 ethnic majority adolescents(Mage = 14.36; SD = 1.25; 59% female) in Germany. Results of repeated measures analyses of covariances(ANCOVAs) showed distinct trajectories in adolescents{\textquoteright} adjustment (Time × Ethnic status group interaction:η 2 p=.02 for academic self-efficacy and η 2 p =.03 for life satisfaction). Whereas ethnic minorityadolescents reported stable academic self-efficacy and a decrease in life satisfaction, ethnic majorityadolescents reported stable life satisfaction and an increase in academic self-efficacy. Accounting forlearning conditions reduced the differences between minority and majority adolescents to nonsignificance.Parental involvement did not explain these differences, although it was itself important for adjustmentoutcomes in both groups. Hierarchical regression analyses showed that good student–teacher communication,a positive family climate and fathers{\textquoteright} short-time work contributed to the home learning environment.Findings highlight the decisive role of the family context during home-learning and the importance oflearning conditions in overcoming educational disparities ",
keywords = "Adolescence, Covid-19, Longitudinal comparative research, School closures, Well-being",
author = "Madalina-Alexandra Paizan and Benbow, {Alison E. F.} and Lara Aumann and Titzmann, {Peter F.}",
note = "Funding information: We have no known conflict of interest to disclose. Authors did not come from or self-identify as belonging to the ethnic minority groups that participated in this study",
year = "2022",
month = jan,
doi = "10.1037/spq0000489",
language = "English",
volume = "37",
pages = "75--84",
journal = "School Psychology",
issn = "2578-4218",
publisher = "American Psychological Association",
number = "1",
}