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12-05-2022 | Empirical Research

School Engagement in Times of Confinement: A Stress Process Approach

Auteurs: Fernando Núñez-Regueiro, Ludivine Jamain, Manon Laurent-Chevalier, Nadia Nakhili

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 7/2022

Abstract

The first COVID-19 confinement induced dramatic changes in the lives of adolescents, but little is known about the processes that affected youth engagement with school during this period. This study addressed this issue by uncovering a stress process model of school engagement during confinement, based on confinement stressors and adolescent resources. Data were collected from 406 French adolescents and their parents (grades 6 through 9, 47% girls). The results showed that multiple stressors (parental anxiety, lack of Internet or computer, low relevant and unclear school activities) and resources (academic self-concept, parental support and teacher support) affected engagement, and that some effects intertwined (e.g., effects of low relevant and unclear school activities were moderated and mediated by academic self-concept). Implications are drawn on ways to tackle stress processes and help adolescents stay engaged with schoolwork during confinement.

vorige artikel Predicting How Well Adolescents Get Along with Peers and Teachers: A Machine Learning Approach

volgende artikel In the Aftermath of School Victimization: Links Between Authoritative School Climate and Adolescents’ Perceptions of the Negative Effects of Bullying Victimization

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Titel: School Engagement in Times of Confinement: A Stress Process Approach
Auteurs: Fernando Núñez-Regueiro
Ludivine Jamain
Manon Laurent-Chevalier
Nadia Nakhili
Publicatiedatum: 12-05-2022
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 7/2022
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-022-01621-5

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