Student Resilience to COVID-19-Related School Disruptions: The Value of Historic School Engagement

Autor/inn/en	Theron, Linda; Ungar, Michael; Höltge, Jan
Titel	Student Resilience to COVID-19-Related School Disruptions: The Value of Historic School Engagement
Quelle	In: School Psychology International, 44 (2023) 2, S.190-213 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Theron, Linda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/01430343221138785
Schlagwörter	Foreign Countries; COVID-19; Pandemics; School Closing; Gender Differences; Teacher Student Relationship; Student Attitudes; Learner Engagement; Resilience (Psychology); High School Students; Student Characteristics; Teacher Characteristics; Educational Environment; South Africa + Suchen Sie Ihr Suchwort? Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Geschlechterkonflikt; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Does historic school engagement buffer the threats of disrupted schooling -- such as those associated with the widespread COVID-19-related school closures -- to school engagement equally for female and male high school students? This article responds to that pressing question. To do so, it reports a study that was conducted in 2018 and 2020 with the same sample of South African students (n = 172; 66.30% female; average age in 2020: 18.13). A moderated moderation model of the 2018 and 2020 data showed that historic levels of school engagement buffered the negative effects of disrupted schooling on subsequent school engagement (R[superscript 2] = 0.43, [beta] = -5.09, p < 0.05). This protective effect was significant for girl students at moderate and high levels of historic school engagement, but not at lower levels of historic school engagement. Disrupted schooling did not significantly affect school engagement for male students at any level of historic school engagement. In addition, student perceptions of teacher kindness were associated with higher school engagement and having experienced an adverse event at school with lower school engagement. The results point to the importance of facilitating school engagement and enabling school environments -- also when schooling is disrupted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01