Are our children engaged with school in the era of COVID-19?

CANET JURIC, LORENA; GELPI-TRUDO, ROSARIO; GALLI, JUAN IGNACIO; LÓPEZ MORALES, HERNÁN; DEL VALLE, MACARENA; ANDRÉS, MARÍA LAURA

Journal of Psychological and Educational Research

University of Oradea, Romania

Lugar: Oradea; Año: 2021 vol. 29 p. 116 - 139

2069-4695

During 2020 the health situation linked to the COVID-19 has led to the suspension of face-to-face classes in almost all of the Argentine territory. Different distance-learningresources were developed to replace traditional classes. The aim of this study was to assessthe school engagement (SE) of Argentinian children and adolescents aged 3 to 18 in thedistance schooling context due to the COVID-19 pandemic, and to analyze its variabilitybased on socioeconomic status, gender, educational level and movement restrictionmeasures. Caregivers of 1205 children and adolescents (47,5% females, 51,8% males,0,7% trans/non-binary) answered an online survey between June 5 and June 28, 2020.The survey included an SE questionnaire which was adapted to the virtual schoolingcontext and showed adequate psychometric properties. The results showed higher valuesof behavioral SE in comparison to emotional SE, and differences according to thevariables measured. Less general SE in students attending second cycle of primary school(9 to 12 years), higher behavioral SE in secondary school students, and higher emotionalSE in preschool children was found. Girls and students of the upper-middle and upperclasses who attend private schools reported higher levels of SE in both dimensions. Also,lower SE was found in students under isolation measures, comparing to those underdistancing measures. The contribution of the results for the analysis of the current situationis discussed, and the importance of school engagement as a central variable to assess theeffectiveness of the educational practices in a pandemic context is highlighted.