Adolescent Academic Worries Amid COVID-19 and Perspectives on Pandemic-Related Changes in Teacher and Peer Relations

Autor/inn/en	Lessard, Leah M.; Puhl, Rebecca M.
Titel	Adolescent Academic Worries Amid COVID-19 and Perspectives on Pandemic-Related Changes in Teacher and Peer Relations
Quelle	In: School Psychology, 36 (2021) 5, S.285-292 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lessard, Leah M.) ORCID (Puhl, Rebecca M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000443
Schlagwörter	Adolescents; Adolescent Attitudes; Anxiety; Well Being; Middle School Students; High School Students; Gender Differences; Teacher Student Relationship; Peer Relationship; Bullying; Computer Mediated Communication; Student Motivation; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Angst; Well-being; Wellness; Wohlbefinden; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Geschlechterkonflikt; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Mobbing; Computerkonferenz; Schulische Motivation
Abstract	Despite recognition of the potential impact of the COVID-19 pandemic on secondary schooling experiences, little empirical evidence has captured adolescents' perspectives on the extent of academic and social disruption resulting from the pandemic. The present study examined adolescents' academic worries amid the COVID-19 pandemic and their perspectives on pandemic-related changes in teacher and peer relations. Participants were 452 adolescents (55% female) between the ages of 11 and 17, who completed online surveys asking them about their worries about their schoolwork and educational futures, perceived support from teachers, and perceptions of electronic (cyber) bullying during the pandemic. Results indicated that COVID-related academic worries pertaining to motivation to focus on and complete schoolwork were most frequent. High school students and female students reported heightened academic worries compared to middle school students and male students. In addition, the majority of adolescents indicated decreased support from teachers during the COVID-19 pandemic, including more than two-thirds (69%) who reported reduced communication with teachers. Adolescents perceived relative consistency in electronic (cyber) bullying throughout the pandemic, and a third of students indicated that cyberbullying has become more of a problem and increased in frequency during this time period. Perceived changes in cyberbullying were consistent across grade level and gender. Findings emphasize the psychosocial implications of the COVID-19 pandemic on adolescents' secondary schooling experiences and underscore the importance of bolstering social resources to minimize the short- and long-term impact of the pandemic on students' academic functioning. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01