BackgroundDuring the COVID-19 pandemic, universities all over the world have had to reorganize their work for remote education to ensure continuity of learning. This situation has forced both teachers and students into an atypical, very specific situation, in which they need to cope with a number of psychological factors. Meanwhile, there is a research gap in academic knowledge of the social and psychological factors that determine attitudes toward forced remote learning.ObjectiveTo analyze the psychological traits of students in relation to their attitudes toward forced remote learning.MethodsThe study assessed self-regulation and communication skills, as well thinking and learning styles of 280 students in the situation of forced remote learning. We used the methods of surveying and psychological testing for data collection. The data were analyzed in R statistical software using the regression modeling methods.ResultsWe found that the number of students with positive (46%) and negative (54%) attitudes toward forced remote learning during the COVID-19 pandemic was approximately equal. Using regression analysis, we identified several statistically significant associations between the interpersonal communicative skills of students (self-regulation, shyness, alienation, manipulative and cooperative communication styles) and their thinking styles (right-hemispheric and integrated), on the one hand, and their attitude to remote learning, on the other. It was also illustrated that depending on the attitude to the forced remote learning, students differ by the percentage of assimilated learning materials while studying under the lockdown.ConclusionThe results identify that success of remote learning in many ways depends on the extent to which it accommodates psychological traits of students who are forced to acquire new knowledge without traditional classroom instruction.
This paper analyzes economic inequalities in the access to such assets for remote learning as internet connection and personal computers at home in BRICS countries among young students (15-24 уears old). It is acknowledged that such household possessions as the internet and personal computer obtain a new role during the COVID-19 pandemic when the educational institutions are closed and _____________________________
GarenAvanesian -Senior Researcher. Marina Borovskaya -Professor of Economics. Sakshi Mishra -Master in Public Administration (MPA). Marina Masych -Associate Professor of Economics. Tatiana Fedosova -Associate Professor of Economics. Valeria Egorova -Master student.
Background: Bullying has been recognized as an important risk factor for personal development in adolescence. Although numerous studies report high prevalence of bullying in Russian schools, limited research was based on the large-scale, nationally representative analysis, which highlights the lack of findings applicable to the national context.Objective: This study aims to address the following research questions: (1) What is the bullying victimization prevalence in Russian secondary schools? (2) What is the socio-demographic profile of the bullying victims? (3) To what extent do learning outcomes in core subject domains predict bullying? (4) How does psychological climate at school affect the occurrence of bullying? (5) Which emotional states do bullying victims typically display? (6) Which psychosocial traits are the most common for bullying victims?Data and Methods: The study adopts the statistical analysis of the Programme for International Student Assessment (PISA) data in Russia. The final sample consists of 6,249 children aged 15 years who answered the bullying questions. K-means clustering approach was adopted to identify schoolchildren who should be classified as bullying victims amongst those who have reported bullying. Logistic regression was used to estimate the probability change of bullying under different psychosocial factors and examine the effect of bullying on the emotional states of the victims.Results: The results of the study reveal that 16% of children are victims of bullying in the Russian secondary school. Bullying is strongly associated with learning outcomes in reading, thus outlining that low performers are at risk of severe victimization. Bullying is also contingent on the psychological climate and tends to develop more frequently in a competitive environment. The findings outline that bullying increases negative feelings such as misery, sadness, and life dissatisfaction amongst its victims, making a substantial footprint on their lives. Logically, bullying victims are less likely to feel happy and joyful. Finally, it was revealed that bullying victims do not tend to share negative attitudes to the per se, which identifies directions for future research in this domain.Implications: Instead of dealing with the consequences of bullying, prevention strategies should aim at facilitating a positive environment at school, thus addressing the problem.
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