https://doi.org/10.59132/viz/2023/1-2/36-44
Povzetek
Zaradi pandemije covida-19 sta učenje na daljavo in socialna izolacija dramatično spremenila socialne in učne izkušnje mladostnikov. Glede na to, da lahko socialna izolacija negativno vpliva na psihosocialno počutje učencev, smo v naši raziskavi preučevali, v kolikšni meri IKT-kompetence, osebnostna prožnost in posamezne vrste stikov z učitelji in sošolci prispevajo k psihosocialnemu blagostanju učencev (N = 1813) v daljšem obdobju šolanja na daljavo. Strukturni model je pokazal, da zaznano bližino in podporo učiteljev in sošolcev kot kazalnikov psihosocialnega blagostanja najmočneje napovedujejo osebnostna prožnost učencev, učiteljeva organizacija skupinskega dela, stiki učencev z razredniki zunaj rednih šolskih ur in stiki s sošolci prek spletnih socialnih omrežij. Te ugotovitve imajo praktično uporabno vrednost za izobraževanje učiteljev in implementacijo spoznanj v šolsko prakso.
Abstract
Factors Contributing to Students’ Psychosocial Well-Being During Covid-19 Distance Learning
The covid-19 pandemic has dramatically altered adolescents’ social and learning experiences through distance education and social isolation. Given that social isolation can adversely affect students’ psychosocial well-being, our study examined the extent to which ICT competencies, resilience, and individual types of contact with teachers and classmates contribute to the psychosocial well-being of students (N = 1,813) during a protracted period of distance education. The structural model demonstrated that student resilience, teachers’ organisation of teamwork, student contact with class teachers outside of regular school hours, and their interactions with classmates on social media predict perceived proximity and support from their teachers and classmates as indicators of their psychosocial well-being.
These findings have practical value for teacher education and implementation in teacher practice.