Students Attending School Remotely Suffer Socially, Emotionally, and Academically

Autor/inn/en	Duckworth, Angela L.; Kautz, Tim; Defnet, Amy; Satlof-Bedrick, Emma; Talamas, Sean; Lira, Benjamin; Steinberg, Laurence
Titel	Students Attending School Remotely Suffer Socially, Emotionally, and Academically
Quelle	In: Educational Researcher, 50 (2021) 7, S.479-482 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Defnet, Amy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X211031551
Schlagwörter	Distance Education; Academic Achievement; High School Students; Well Being; COVID-19; Pandemics; Emotional Experience; Social Experience; Electronic Learning; Conventional Instruction + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Well-being; Wellness; Wohlbefinden; Soziale Erfahrung
Abstract	What is the social, emotional, and academic impact of attending school remotely rather than in person? We address this issue using survey data collected from N = 6,576 high school students in a large, diverse school district that allowed families to choose either format in fall 2020. Controlling for baseline measures of well-being collected 1 month before the onset of the COVID-19 pandemic as well as demographics, high school students who attended school remotely reported lower levels of social, emotional, and academic well-being (effect size [ES] = 0.10, 0.08, and 0.07 standard deviations, respectively) than classmates who attended school in person--differences that were consistent across gender, race and ethnicity, and socioeconomic status subgroups but significantly wider among 10th-12th graders than ninth graders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01