Parental Support and Positive Mood Buffer Adolescents' Academic Motivation During the COVID-19 Pandemic

被引：40
|
作者：
Klootwijk, Christel L. T. [1 ]
Koele, Iris J. [1 ,2 ]
van Hoorn, Jorien [1 ,2 ]
Guroglu, Berna [1 ,2 ]
van Duijvenvoorde, Anna C. K. [1 ,2 ]
机构：
[1] Leiden Univ, Dept Dev & Educ Psychol, Leiden, Netherlands
[2] Leiden Inst Brain & Cognit, Leiden, Netherlands
来源：
JOURNAL OF RESEARCH ON ADOLESCENCE | 2021年 / 31卷 / 03期
关键词：
adolescence; COVID-19; school closure; daily diary; academic motivation; social support; social conflict; mood; DEVELOPMENTAL-CHANGES; SCHOOL; CONFLICT; PREDICTORS; ENGAGEMENT; PROFILES; BEHAVIOR; QUALITY; FAMILY; DIARY;
D O I：
10.1111/jora.12660
中图分类号：
D669 [社会生活与社会问题]; C913 [社会生活与社会问题];
学科分类号：
1204 ;
摘要：
School closures during the first COVID-19 lockdown in 2020 severely disrupted adolescents' lives. We used a daily diary method for 20 days, including online and physical school days, assessing daily mood, social support and conflict, and academic motivation in 102 adolescents aged 12-16 years. We found that adolescents' academic motivation was lower on online compared with physical school days. In general, positive mood was positively associated with academic motivation, and friend conflict related negatively to academic motivation. Moreover, lower levels of parental support were related to lower academic motivation on online versus physical school days. Overall, these findings identified some critical changes in adolescents' daily experiences during the COVID-19 school closure and social-emotional factors that may buffer decreases in adolescents' academic motivation.
引用
收藏
页码：780 / 795
页数：16
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