Predicting Coping With Self-Regulated Distance Learning in Times of COVID-19: Evidence From a Longitudinal Study.

Area of Science:

• Educational Psychology
• Sociology of Education

Background:

• The COVID-19 pandemic necessitated a global shift to distance learning, significantly altering educational landscapes.
• Concerns arose regarding the exacerbation of pre-existing educational inequalities due to the abrupt transition to remote instruction.

Purpose of the Study:

• To examine how family and child characteristics, prior academic performance, and home/school support influenced self-regulated distance learning during the COVID-19 pandemic.
• To investigate the impact of these factors on students' ability to cope with remote educational demands.

Main Methods:

• A two-wave longitudinal study surveyed 155 lower secondary students (aged 13-14) in a rural Austrian region.
• Data collection occurred one year pre-pandemic and immediately after the first lockdown, assessing self-regulated learning.

Main Results:

• Distance learning posed a significant risk for widening educational disadvantages, particularly for students with lower prior academic achievement and motivation.
• Parental and teacher support positively influenced students' capacity to manage the self-regulatory demands of distance learning.
• Students with low academic achievement and motivation prior to the pandemic faced greater challenges in out-of-school learning.

Conclusions:

• The pandemic highlighted the critical importance of self-regulated learning competencies for academic success.
• Schools should increase investment in fostering self-regulated learning skills, recognizing them as essential for academic achievement and lifelong learning.