Social Capital Resources in Coping with Distance Education during the COVID-19 Pandemic: A Content Analysis of the Statements of Teachers Working in Poland at Different Educational Stages

Jaskulska, Sylwia; Jankowiak, Barbara; Soroko, Emilia

doi:10.3390/ijerph19073905

Cited by 4 publications

(3 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Students from the first three years of primary school (aged 6 to 9/10 years) had a relatively short duration of distance learning. Older students in primary school (9/10 to 15 years) and secondary school learners (aged 15 to 20), and academic students studied mainly online [ 49 ]. Most of the time, from April 2020, activities for children and teenagers under 18 were minimal e.g., only the presence of a parent, legal guardian, or an adult could justify their presence outside the home [ 50 ].…”

Section: Methodsmentioning

confidence: 99%

The Psychological Well-Being and Civic Engagement of Polish, Croatian and Lithuanian Academic Students during COVID-19 Outbreak

Marciniak

Jaskulska

Gašparović

et al. 2022

IJERPH

Self Cite

View full text Add to dashboard Cite

The aim of this research was to recognize the relationship between well-being and civic engagement under the difficult circumstances of the COVID-19 pandemic amongst students from Poland, Lithuania and Croatia. Overall, 1362 academic students (Poland, n = 596, Croatia, n = 386, and Lithuania, n = 379) participated in the study. Mean rank differences in civic engagement level (overall CE) were analysed by levels of psychological well-being (overall PWB and its subscales) using the Kruskal–Wallis test (one-way ANOVA on ranks). We conducted post hoc analysis with Bonferroni tests to measure the significance of differences in CE between the detailed levels of PWB. To avoid biases due to interaction effects between dependent variables, the analysis of mean ranks was followed by a binomial logistic regression analysis model and subgroups analysis (by gender and by country). Results obtained showed that students with higher levels of psychological well-being have higher levels of civic engagement. The differences in the CE level are most pronounced in relation to the dimension of a PWB, such as “positive relations with others”, followed by “personal growth”, “autonomy”, and “self-acceptance”. In a crisis, such as a pandemic, it is worth encouraging students to take targeted actions, as well as to create actions referring to personal development and relationships. There were no differences in the direction and shape of the associations between psychological well-being and civic engagement with respect to the country and the gender of the participants, which leads us to draw conclusions pointing to the globalised nature of student experience during the pandemic in this part of Europe.

show abstract

Section: Methodsmentioning

confidence: 99%

The Psychological Well-Being and Civic Engagement of Polish, Croatian and Lithuanian Academic Students during COVID-19 Outbreak

Marciniak

Jaskulska

Gašparović

et al. 2022

IJERPH

Self Cite

View full text Add to dashboard Cite

show abstract

“…Zmiany społeczne wywołane przez pandemię koronawirusa SARS-CoV-2 dobrze wpisują się w kryteria zmian traumatogennych, to znaczyszybkich, głębokich, o szerokim zakresie i wpływających na podstawowe wzorce życiowe i dobrostan (Alexander, 2004;Jaskulska i in., 2002). Pandemia wymusiła nie tylko modyfikację sposobu działania szkół, placówek opiekuńczo-wychowawczych i innych instytucji przeznaczonych dla najmłodszych (Jankowiak, Jaskulska, Rybińska, 2020;Buchnat, Jaskulska, Jankowiak, 2021;Jaskulska i in., 2021;Jankowiak i in., 2022;Jaskulska i in., 2022;Jaskulska, Jankowiak, Soroko, 2022), ale też zmodyfikowała codzienne życie dzieci i młodzieży w Polsce, jak też na świecie, wpływając na ich samopoczucie i dobrostan (Buchner, Wierzbicka, 2020;Poleszak, Pyżalski, 2020;Jankowiak i in., 2022;Jaskulska i in., 2022). Była to bowiem wyjątkowa konfiguracja kryzysu zdrowotnego, izolacji społecznej i recesji gospodarczej, które razem dały negatywne efekty w obszarze zdrowia psychicznego wielu dzieci i młodzieży (Golberstein, Wen, Miller, 2020;Kimhi i in., 2020).…”

Section: Wprowadzenieunclassified

Funkcjonowanie świetlic socjoterapeutycznych w czasie pandemii COVID-19 w Gdańsku, Poznaniu i Katowicach

Brzezińska,

Jankowiak,

Soroko

2023

10.14746/se

Self Cite

View full text Add to dashboard Cite

Socio-therapeutic day-care facilities are specifically dedicated to the conduct of socio-therapeutic activities for children and adolescents from high-risk groups and those displaying difficulties in psycho-social functioning. During the pandemic, socio-therapeutic day facilities continued to aid their clients. The aim of this analysis is to describe the operation of socio-therapeutic day care facilities in Gdańsk, Katowice and Poznań. The data collection method for this project is a semi-structured telephone interview, while data is examined via a template analysis. The analyses concerned 30 socio-therapeutic day care facilities in Gdańsk, Katowice and Poznań. The data collected shows that socio-therapeutic day facilities could be an important source of support for the participants and their families. Elements of socio-therapeutic work were retained in contact with the clients to the highest possible degree via online communication. Online meetings enabled discussion of current difficulties, emotional respite and support. Topics discussed included those supporting health-promoting behavior in an epidemiological emergency. Many of the activities went beyond group work and were mainly supportive or crisis intervention. Staff members contacted parents, helped with children’s homework and even donated food parcels.

show abstract

“…Therefore, while conducting an extensive survey aimed at the school experiences of Polish learners during the COVID-19 pandemic (VULCAN Project), we also asked them about these issues. (This was when students aged 9/10 to 20 were slowly transitioning from total distance learning, lasting 7 months, to a hybrid version of learning but before they fully return to offline learning [ 18 ].) In this paper, we present the outcomes of that part of the research (for more results, see [ 14 , 19 , 20 , 21 ]).…”

Section: Introductionmentioning

confidence: 99%

Assessment of Physical Well-Being and Leisure Time of Polish Students during the COVID-19 Outbreak

Jaskulska

Jankowiak

Marciniak

et al. 2022

IJERPH

Self Cite

View full text Add to dashboard Cite

This project aims to recognize the school experiences of Polish students during the COVID-19 outbreak; we focused on the area of assessment of physical well-being and leisure time. Nearly two thousand primary or secondary school students aged 9 to 20 participated in the survey. Running descriptive statistics, frequency analysis, and significant difference tests, we found that 45% of students thought their physical well-being during the COVID-19 outbreak worsened compared to pre-pandemic times. Boys declared they felt better in their physical well-being than girls (p < 0.001). Most students noticed changes in the quality of their leisure time activities; boys were happier than girls in their free time during the outbreak (p < 0.001). Learners’ ages also differentiated the assessment of their physical well-being (p < 0.001) and leisure time (p < 0.001). The youngest students more often assessed their experiences in the researched fields as good or increased, while the older groups more often noticed a decrease. Multinomial logistic regression proved that the differences in the assessments of physical well-being and leisure time could be explained to the greatest extent by age and gender, whereas the place of residence and school location were insignificant. All in all, our study confirms the dominance of the adverse effects of the COVID-19 pandemic on physical well-being and changes in leisure time. As such, it is advisable (during and after outbreaks) to support children and adolescents by targeting individual and institution levels. We recommend developing techniques to reduce stress and information overload, increasing creative ways of spending leisure time, supporting families in navigating children’s free time, and expanding social support networks.

show abstract

Social Capital Resources in Coping with Distance Education during the COVID-19 Pandemic: A Content Analysis of the Statements of Teachers Working in Poland at Different Educational Stages

Cited by 4 publications

References 34 publications

The Psychological Well-Being and Civic Engagement of Polish, Croatian and Lithuanian Academic Students during COVID-19 Outbreak

The Psychological Well-Being and Civic Engagement of Polish, Croatian and Lithuanian Academic Students during COVID-19 Outbreak

Funkcjonowanie świetlic socjoterapeutycznych w czasie pandemii COVID-19 w Gdańsku, Poznaniu i Katowicach

Assessment of Physical Well-Being and Leisure Time of Polish Students during the COVID-19 Outbreak

Contact Info

Product

Resources

About