Changes in Adolescents' School Bonding During the COVID-19 Pandemic and Links to School Performance

• In Event: From COVID-19 to Peer Relationships and Beyond: Disruptions to the Academic Rhythm and Student Engagement

Abstract

Correlates of changes in adolescents’ school bonding from before to during the COVID-19 pandemic and links to subsequent school performance were examined. Participants were two adolescents (50% male; M age=14 years) and one parent (85% female; M age=45 years) from 682 families. Assessments occurred before the COVID-19 pandemic (T1), May-June 2021 (T2), and Fall 2021 (T3). Adolescents reported on their school bonding, stress, and coping; parents reported on their involvement in education, pandemic-related financial need and grades from report cards. A two-wave latent change score model indicated that adolescents’ school bonding decreased from T1 to T2. Stress and pandemic-related financial need amplified declines, whereas coping and parental involvement mitigated declines. Declines in school bonding were negatively related subsequent school performance.

Authors

• Aryn M. Dotterer, Utah State University

• Sahitya Maiya, Utah State University

• Shawn D. Whiteman, Utah State University