Generation COVID: Coming of age amid the pandemic

Hostinar, Camelia E.; Velez, Gabriel

doi:10.1016/j.copsyc.2023.101725

Cited by 2 publications

(2 citation statements)

References 17 publications

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“…Our study, however, also includes the so-called COVID-19 generation, the generation of young people directly impacted by the pandemic. Studies of the COVID-19 generation are new to the scholarly literature [20,26]. Due to the limited number of studies, the reported outcomes of exposure to remote learning during the pandemic are often ambiguous.…”

Section: Introductionmentioning

confidence: 99%

“…This may produce a stigma by fostering a widespread perception that those who studied in the pandemic years are less capable compared with their older peers with the same degrees or marks. The research conducted so far revealed that the influential role is played by social support from friends, family and teachers [26]. As society is now transitioning back to pre-pandemic times, many questions related to the effects of remote education on young generation arise.…”

Section: Introductionmentioning

confidence: 99%

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Comparing University Students’ Performance in the Statistical Processing and Visualization of Laboratory Data before, during and after the COVID-19 Pandemic

Pašák,

Palcut

2024

Education Sciences

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The face-to-face education system around the world unexpectedly collapsed in March 2020 due to the COVID-19 pandemic. The priority education process became remote education and activities related to self-study and self-education. This paper investigates how university students’ performance has been influenced by remote learning during the lockdown period. Academic performance is evaluated by measuring the time required to complete specific homework in statistical data processing. Comparisons of performance are made for before, during and after the pandemic period. This study examines a population of third-year university students majoring in Materials Science and Engineering. The students were asked to complete a specific homework requiring the processing and evaluation of random laboratory data using analytical software. The delivery times of the completed homework before, during and after the lockdown period are compared. It has been found that although the students had to spend more time on their task during the pandemic, their relative performance remained unchanged and was comparable to that of pre-pandemic. After the end of the lockdown period, an increase in academic performance was noted. Our results suggest that the sudden transition to remote education may have been beneficial for the long-term performance of a group of selected university students in data processing and evaluation. The findings support the idea that teachers and their institutions should be willing to use a variety of teaching methods. The inclusion of remote learning methods in university instruction is encouraged.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Comparing University Students’ Performance in the Statistical Processing and Visualization of Laboratory Data before, during and after the COVID-19 Pandemic

Pašák,

Palcut

2024

Education Sciences

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School Closures on Bullying Experiences of Treatment-Seeking Children and Youth: The Influence of the COVID-19 Pandemic Within Ontario, Canada

Stewart,

Withers,

Poss

2024

IJERPH

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Amongst school-aged children and youth, bullying is a significant problem warranting further investigation. The current study sought to investigate the influence of the COVID-19 pandemic waves and school closures on the bullying experiences of 22,012 children aged 4–18-years-old who were referred and assessed at mental health agencies in Ontario, Canada. Individual, familial, and mental health variables related to bullying experiences were also investigated. Data were collected from January 2017 to February 2022. The pre-pandemic period of study included January to June 2017, September 2018/2019 to June 2019/2020. The pandemic period was divided into categories of remote learning (17 March 2020 to 30 June 2020, 8 January 2021 to 16 February 2021, 12 April 2021 to 30 June 2021) and in-person learning (remaining pandemic dates). The summer holidays pre-pandemic were in July–August 2017, 2018, 2019 and during the pandemic they were in July–August 2020 and 2021. Logistic regressions were conducted to analyze data. Findings related to COVID-19 showed bullying rates to be lower during the pandemic when compared to pre-pandemic levels (bullied others during pandemic in school: OR = 0.44, CI = 0.34–0.57; victim of bullying during pandemic in school: OR = 0.41, CI = 0.33–0.5). Furthermore, bullying rates were lower during the pandemic periods when schools were closed for in-person learning (bullied others during pandemic remote: OR = 0.62, CI = 0.45–0.85; victim of bullying during pandemic remote: OR = 0.24, CI = 0.17–0.34). Children who lived in lower income areas, experienced home life challenges, exhibited mental health difficulties, or had behavioural concerns were more likely to be involved in bullying experiences. Finally, classroom type and school program impacted the child’s likelihood of bullying others or being bullied. These findings further our understanding of the impact of school closures on children’s mental health and behaviour during the pandemic. Public health and policy implications such as bullying prevention, supervision, and conflict management are discussed.

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Generation COVID: Coming of age amid the pandemic

Cited by 2 publications

References 17 publications

Comparing University Students’ Performance in the Statistical Processing and Visualization of Laboratory Data before, during and after the COVID-19 Pandemic

Comparing University Students’ Performance in the Statistical Processing and Visualization of Laboratory Data before, during and after the COVID-19 Pandemic

School Closures on Bullying Experiences of Treatment-Seeking Children and Youth: The Influence of the COVID-19 Pandemic Within Ontario, Canada

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