Affective Consequences of Remote Learning as a School Crisis Response During the Onset of COVID-19 (Poster 40)

• In Event: Sunday Poster Session 11:25 am
  In Poster Session: Motivation and Learning Across Learning Environments

Abstract

In spring 2020, schools shifted to remote learning due to the COVID-19 pandemic. We use daily-diary approaches to examine the influence of remote (vs. in-person) learning and social supports on US adolescents’ psychological well-being. During remote (vs. in-person) learning, youth reported reduced positive emotions, increased stress, and higher parent support. The impact of remote learning on affect and stress did not differ significantly by race or economic status. Increased parent support corresponded to lower stress and negative emotions. Both parent and peer support correlated with higher positive emotions. This study underscores the effects of remote learning on adolescents' well-being during a multi-systemic disaster and emphasizes the need for future research on crisis planning in schools.

Authors

• Christina Scanlon, University of Chicago

• Juan Del Toro, University of Minnesota

• Xu Qin, University of Pittsburgh

• Ming-Te Wang, University of Chicago