Skip to main content
Top
Gepubliceerd in:

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

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

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.
Bijlagen
Alleen toegankelijk voor geautoriseerde gebruikers
Literatuur
go back to reference Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: effective and efficient teaching. The Guilford Press. Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: effective and efficient teaching. The Guilford Press.
go back to reference Elder, G. H., Shanahan, M. J., & Jennings, J. L. (2015). Human development in time and place. In R. M. Lerner, M. H. Bornstein, & T. Leventhal (Eds.), Handbook of child psychology developmental science: ecological settings developmental processes in systems (Vol. 4, pp. 6–54). John Wiley & Sons. Elder, G. H., Shanahan, M. J., & Jennings, J. L. (2015). Human development in time and place. In R. M. Lerner, M. H. Bornstein, & T. Leventhal (Eds.), Handbook of child psychology developmental science: ecological settings developmental processes in systems (Vol. 4, pp. 6–54). John Wiley & Sons.
go back to reference Gámbaro, F., Behillil, S., Baidaliuk, A., Donati, F., Albert, M., Alexandru, A., Vanpeene, M., Bizard, M., Brisebarre, A., Barbet, M., Derrar, F., Werf, S. van der, Enouf, V., & Simon-Loriere, E. (2020). Introductions and early spread of SARS-CoV-2 in France. BioRxiv. https://doi.org/10.1101/2020.04.24.059576. Gámbaro, F., Behillil, S., Baidaliuk, A., Donati, F., Albert, M., Alexandru, A., Vanpeene, M., Bizard, M., Brisebarre, A., Barbet, M., Derrar, F., Werf, S. van der, Enouf, V., & Simon-Loriere, E. (2020). Introductions and early spread of SARS-CoV-2 in France. BioRxiv. https://​doi.​org/​10.​1101/​2020.​04.​24.​059576.
go back to reference Grant, K. E., McMahon, S. D., Carter, J. S., Carleton, R. A., Adam, E. K., & Chen, E. (2014). The influence of stressors on the development of psychopathology. In M. Lewis & K. D. Rudolph (Eds.), Handbook of developmental psychopathology (pp. 205–223). Springer US. https://doi.org/10.1007/978-1-4614-9608-3_11. Grant, K. E., McMahon, S. D., Carter, J. S., Carleton, R. A., Adam, E. K., & Chen, E. (2014). The influence of stressors on the development of psychopathology. In M. Lewis & K. D. Rudolph (Eds.), Handbook of developmental psychopathology (pp. 205–223). Springer US. https://​doi.​org/​10.​1007/​978-1-4614-9608-3_​11.
go back to reference Jamain, L. (2019). Biais d’auto-évaluation de compétence en français et en mathématiques chez les élèves de primaire: Évolution et implications pour l’adaptation et la réussite scolaire des élèves? [Doctoral dissertation, Université Grenoble Alpes]. https://tel.archives-ouvertes.fr/tel-02364688. Jamain, L. (2019). Biais d’auto-évaluation de compétence en français et en mathématiques chez les élèves de primaire: Évolution et implications pour l’adaptation et la réussite scolaire des élèves? [Doctoral dissertation, Université Grenoble Alpes]. https://​tel.​archives-ouvertes.​fr/​tel-02364688.
go back to reference Lazarus, R. S. (1999). Stress and emotion: a new synthesis. Springer Publishing Company. Lazarus, R. S. (1999). Stress and emotion: a new synthesis. Springer Publishing Company.
go back to reference Mazza, C., Ricci, E., Biondi, S., Colasanti, M., Ferracuti, S., Napoli, C., & Roma, P. (2020). A nationwide survey of psychological distress among Italian people during the COVID-19 pandemic: immediate psychological responses and associated factors. International Journal of Environmental Research and Public Health, 17(9), 3165. https://doi.org/10.3390/ijerph17093165.CrossRefPubMedCentral Mazza, C., Ricci, E., Biondi, S., Colasanti, M., Ferracuti, S., Napoli, C., & Roma, P. (2020). A nationwide survey of psychological distress among Italian people during the COVID-19 pandemic: immediate psychological responses and associated factors. International Journal of Environmental Research and Public Health, 17(9), 3165. https://​doi.​org/​10.​3390/​ijerph17093165.CrossRefPubMedCentral
go back to reference MENJS-DEPP. (2021). Géographie de l’école 2021. Direction de l’évaluation, de la prospective et de la performance. MENJS-DEPP. (2021). Géographie de l’école 2021. Direction de l’évaluation, de la prospective et de la performance.
go back to reference Nortvig, A.-M., Petersen, A. K., & Balle, S. H. (2018). A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement. Electronic Journal of E-Learning, 16(1), 46–55. Nortvig, A.-M., Petersen, A. K., & Balle, S. H. (2018). A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement. Electronic Journal of E-Learning, 16(1), 46–55.
go back to reference Núñez-Regueiro, F., Juhel, J., Bressoux, P., & Nurra, C. (2021). Identifying reciprocities in school motivation research: a review of issues and solutions associated with cross-lagged effects models. Journal of Educational Psychology. https://doi.org/10.1037/edu0000700. Núñez-Regueiro, F., Juhel, J., Bressoux, P., & Nurra, C. (2021). Identifying reciprocities in school motivation research: a review of issues and solutions associated with cross-lagged effects models. Journal of Educational Psychology. https://​doi.​org/​10.​1037/​edu0000700.
go back to reference Pearlin, L. I., & Bierman, A. (2013). Current issues and future directions in research into the stress process. In C. S. Aneshensel, J. C. Phelan, & A. Bierman (Eds.), Handbook of the Sociology of Mental Health (pp. 325–340). Springer Netherlands. Pearlin, L. I., & Bierman, A. (2013). Current issues and future directions in research into the stress process. In C. S. Aneshensel, J. C. Phelan, & A. Bierman (Eds.), Handbook of the Sociology of Mental Health (pp. 325–340). Springer Netherlands.
go back to reference Romero, E., López-Romero, L., Domínguez-Álvarez, B., Villar, P., & Gómez-Fraguela, J. A. (2020). Testing the effects of COVID-19 confinement in Spanish children: the role of parents’ distress, emotional problems and specific parenting. International Journal of Environmental Research and Public Health, 17(19), 6975 https://doi.org/10.3390/ijerph17196975.CrossRefPubMedCentral Romero, E., López-Romero, L., Domínguez-Álvarez, B., Villar, P., & Gómez-Fraguela, J. A. (2020). Testing the effects of COVID-19 confinement in Spanish children: the role of parents’ distress, emotional problems and specific parenting. International Journal of Environmental Research and Public Health, 17(19), 6975 https://​doi.​org/​10.​3390/​ijerph17196975.CrossRefPubMedCentral
go back to reference Rosseel, Y. (2012). Lavaan: an R package for structural equation modeling and more. Version 0.5–12 (BETA). Journal of Statistical Software, 48(2), 1–36.CrossRef Rosseel, Y. (2012). Lavaan: an R package for structural equation modeling and more. Version 0.5–12 (BETA). Journal of Statistical Software, 48(2), 1–36.CrossRef
go back to reference Savery, J. R., & Duffy, T. M. (1995). Problem based learning: an instructional model and its constructivist framework. Educational Technology, 35(5), 31–38. Savery, J. R., & Duffy, T. M. (1995). Problem based learning: an instructional model and its constructivist framework. Educational Technology, 35(5), 31–38.
go back to reference Tobias, S., & Duffy, T. M. (2009). Constructivist instruction: success or failure? Routledge. Tobias, S., & Duffy, T. M. (2009). Constructivist instruction: success or failure? Routledge.
go back to reference Wheaton, B., Young, M., Montazer, S., & Stuart-Lahman, K. (2013). Social stress in the twenty-first century. In C. S. Aneshensel, J. C. Phelan, & A. Bierman (Eds.), Handbook of the Sociology of Mental Health (pp. 299–323). Springer Netherlands. Wheaton, B., Young, M., Montazer, S., & Stuart-Lahman, K. (2013). Social stress in the twenty-first century. In C. S. Aneshensel, J. C. Phelan, & A. Bierman (Eds.), Handbook of the Sociology of Mental Health (pp. 299–323). Springer Netherlands.
Metagegevens
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