Parental Support and Positive Mood Buffer Adolescents’ Academic Motivation During the COVID‐19 Pandemic

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 fo...

Descripción completa

Detalles Bibliográficos
Autores principales: Klootwijk, Christel L. T., Koele, Iris J., van Hoorn, Jorien, Güroğlu, Berna, van Duijvenvoorde, Anna C. K.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2021
Materias:
Empirical Articles
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8456955/
https://www.ncbi.nlm.nih.gov/pubmed/34448292
http://dx.doi.org/10.1111/jora.12660
Descripción
Sumario: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.

Ejemplares similares