Time students spend working at home for school: A hierarchical model analysis

Wagner, Petra

doi:10.15405/book.10

Cited by 1 publication

(1 citation statement)

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“…While some scholars found a positive relationship indicating the more time students invest, the better the achievement [44], some found no correlation and argue that time spent on studying only matters when the quality of the study time is taken into consideration [45]. Factors that influence the time spent studying at home are gender differences [42,44], motivation [46], academic interest, school anxiety, and parental pressure [47]. The time spent studying at home is an even more critical matter in Vietnam, as Larson and Verma [48] found a gap in the time spent on schoolwork outside school between East Asian and U.S students, especially in adolescents, in which East Asian adolescents spend substantially more time on academic activity than U.S adolescents.…”

Section: Students' Learning Habitsmentioning

confidence: 99%

Toward Sustainable Learning during School Suspension: Socioeconomic, Occupational Aspirations, and Learning Behavior of Vietnamese Students during COVID-19

Tran

Hoang²,

Nguyen³

et al. 2020

Sustainability

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The overspread of the novel coronavirus—SARS-CoV-2—over the globe has caused significant damage to manufacturing and service businesses, regardless of whether they are commercial, public, or not-for-profit sectors. While both the short-term and long-term impacts of most companies can be approximately measured or estimated, it is challenging to address the enduring effects of COVID-19 on teaching and learning activities. The target of this research is to investigate students’ manners of studying at home during the school suspension time as a result of COVID-19. Through analyzing original survey data from 420 K6–12 students in Hanoi, Vietnam, this work demonstrates the different learning habits of students with different socioeconomic statuses and occupational aspirations during the disease’s outbreak. In particular, we featured the differences in students’ learning behaviors between private schools and public schools, as well as between students who plan to follow STEM-related careers and those who intend to engage in social science-related careers. The empirical evidence of this study can be used for the consideration of the local government to increase the sustainability of coming policies and regulations to boost students’ self-efficacy, as it will affect 1.4 million students in Hanoi, as well as the larger population of nearly 10 million Vietnamese students. These results can also be the foundation for future investigations on how to elevate students’ learning habits toward Sustainable Development Goal 4 (SDG4)—Quality Education—especially in fanciful situations in which the regular school operation has been disrupted, counting with limited observation and support from teachers and parents.

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