Elementary School Students’ Subjective Well-Being Before and During the COVID-19 Pandemic: A Longitudinal Study

Steinmayr, Ricarda; Paschke, Patrick; Wirthwein, Linda

doi:10.1007/s10902-022-00537-y

Cited by 25 publications

(17 citation statements)

References 74 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although it is not strictly comparable between samples, this result suggests their situations during the pandemic affected children’s SWB. These results aligned with a longitudinal study that concluded the detrimental effect of the COVID-19 pandemic on children’s SWB (Steinmayr et al, 2022 ). Another study in Indonesia also revealed lower SWB scores of children during the COVID-19 pandemic (Borualogo & Casas, 2022 ).…”

Section: Discussionsupporting

confidence: 87%

Sibling Bullying, School Bullying, and Children’s Subjective Well-Being Before and During the COVID-19 Pandemic in Indonesia

Borualogo

Casas

2023

Child Ind Res

View full text Add to dashboard Cite

The aims of this study are threefold. The first aim is to examine the prevalence of sibling and school bullying before and during the COVID-19 pandemic in Indonesia. The second aim is to investigate the subjective well-being (SWB) of children who were bullied or never bullied before and during COVID-19. The third aim is to investigate factors associated with sibling and school bullying before and during the COVID-19 pandemic. This study uses two separate cross-sectional datasets from the Children’s Worlds survey in Indonesia. Data in Study 1 were collected in October 2017 ( N = 12,794; 48.2% boys; 51.8% girls, mean age = 10.56), while data in Study 2 were collected from July to September 2021 ( N = 2,222; 46.1% boys; 53.9% girls; mean age = 10.77). Five items were used to measure sibling and school bullying. The five-item version of the Children’s Worlds Subjective Well-Being Scale (CW-SWBS5) was used as the SWB indicator. Three groups of independent variables (family, friends and school climate) were analysed using linear regression to investigate the contribution of each variable to sibling and school bullying. Results show that the prevalence of sibling bullying during the COVID-19 pandemic is higher than before the pandemic, while the frequency of school bullying incidents during COVID-19 is lower than before COVID-19. SWB scores of children during COVID-19 are lower than SWB scores of children before the COVID-19 pandemic, both for bullied or never-bullied children. The fact that children report that parents listen to them and take what they say into account is positively associated with a lower frequency of being bullied at home before and during COVID-19 and being bullied at school only during the pandemic. Although samples are not strictly comparable, the SWB indicators used in both studies showed sensitivity to the changes in children’s lives in previous studies. Therefore, the SWB indicators are supposed to be sensitive to changes associated with children’s new everyday life COVID-19 has implied.

show abstract

Section: Discussionsupporting

confidence: 87%

Sibling Bullying, School Bullying, and Children’s Subjective Well-Being Before and During the COVID-19 Pandemic in Indonesia

Borualogo

Casas

2023

Child Ind Res

View full text Add to dashboard Cite

show abstract

“…Our teacher and school leader observations after just eight weeks of school closure are likely to depict the tip of the iceberg. Where schools closed for longer and/or restrictions were harsher, elsewhere in Australia and abroad, the effects on student well-being are likely to be more severe (Fontenelle-Tereshchuk, 2020 ; Forster, 2020 ; Lee, 2020 ; Maunula et al, 2021 ; Steinmayr et al, 2022 ; Zhang et al, 2020 ). The cumulative effects of repeated school closures, such as the additional 14 weeks associated with the Delta strain of COVID-19 in NSW in 2021 are yet to seen (Berger & Reupert, 2020 ; Brooks et al, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

Schooling upheaval during COVID-19: troubling consequences for students’ return to school

et al. 2022

View full text Add to dashboard Cite

Efforts to contain the COVID-19 virus resulted in various stay-at-home orders and school closures around the globe, causing unprecedented disruption to the lives of children and generating grave concern for their well-being. This study draws on phone interviews with 12 teachers and 6 school leaders from 13 government schools in New South Wales, Australia, to provide insight into how students fared on their return to school after the first wave of COVID-19 in 2020. The interviews highlighted negative consequences for many students including increased stress and anxiety and decreased engagement. This evidence suggests that even a comparatively short period of school closure can drive troubling changes in students’ well-being and behaviour following their return to school. Given far more challenging conditions arising from the pandemic, both elsewhere in Australia and globally, we argue that attending to student well-being is as important as ensuring academic achievement and must be a key focus of policy makers and education systems moving forward.

show abstract

“…In March 2020, the lockdown due to the COVID-19 pandemic challenged learners and teachers to adapt to distance education. First empirical research indicates that distance education came along with deleterious effects for students’ well-being (Kedraka & Kaltsidis, 2020; Schwinger et al, 2020; Steinmayr et al, 2022). In higher education, many instructors converted their courses into online formats and, for example, made self-study materials available to students online.…”

Section: Student Motivationmentioning

confidence: 99%

Students’ Motivation in an Online and a Face-To-Face Semester

Bosch

Spinath

2023

Zeitschrift für Psychologie

View full text Add to dashboard Cite

Challenges for university students were high during distance education in lockdowns due to the COVID-19 pandemic. Self-regulation and motivation became more important, but motivation was possibly challenged more. To investigate motivational differences and possible positive effects of evidence-based learning activities, we followed two cohorts of preservice teachers over the course of one semester: One cohort was followed in 2019 in a face-to-face semester ( N2019 = 225), and another cohort was followed 1 year later during the first lockdown ( N2020 = 311). Students indicated their motivation at five measurement occasions and reported their use of learning activities twice. Multigroup linear change models indicated an overall decline of motivation in both cohorts. Surprisingly, neither initial motivation level nor motivational change differed between cohorts. Students who used more learning activities reported a more positive motivational development. This highlights the chance of evidence-based learning activities for students’ motivation in regular and distance education.

show abstract

Elementary School Students’ Subjective Well-Being Before and During the COVID-19 Pandemic: A Longitudinal Study

Cited by 25 publications

References 74 publications

Sibling Bullying, School Bullying, and Children’s Subjective Well-Being Before and During the COVID-19 Pandemic in Indonesia

Sibling Bullying, School Bullying, and Children’s Subjective Well-Being Before and During the COVID-19 Pandemic in Indonesia

Schooling upheaval during COVID-19: troubling consequences for students’ return to school

Students’ Motivation in an Online and a Face-To-Face Semester

Contact Info

Product

Resources

About