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The average workload of the students surveyed in Austria was seven instead of five hours a day. High school students were there with significantly less joy in learning and well-being than younger ones.
13.57, January 11, 2021
Students have in Distance education He spent much more time at the school during the second closure than when the school closed in the spring. That shows a Educational Psychologists Study from the University of Vienna. High school students suffer much more with distance learning (they are also much longer in distance learning, keep in mind) – they reported about one twice as often Impaired well-being and less joy of learning than compulsory school students.
The study is the successor of three surveys (“Learning under Covid-19 conditions”) on the Learning at home in the spring. For the fourth wave of online surveys, the research team at the Faculty of Psychology led by Barbara Schober, Marko Lüftenegger and Christiane Spiel chose the period from November 23 to December 6. At this time, high school students were in distance education from November 3, compulsory school students from November 16. The responses of around 13,000 schoolchildren between the ages of 10 and 21 were used for the analyzes.
Eight or more hours to school
In the first confinement in spring, children and adolescents devoted an average of five hours a day to school-related activities. In comparison, the mean value for the second course of distance education was an average of 7.1 hours per day. About half even spent eight hours or more in school each day, a third from five to seven hours, and 15 percent from two to four hours. The older the students, the more time they also spent on school-related activities.
In terms of well-being and joy of learning, high school students performed significantly worse than their younger colleagues. About 70 per cent of pupils in compulsory school fully or fairly agreed with the statement “I feel good”, while at higher levels it was only 46 per cent. On the contrary, this was not true or rather it was not true in compulsory schools for 13 percent, in contrast to 28 percent in high schools.
Joy lost in learning
Compared to the first lockdown, 44 percent of compulsory school students found learning more or a little more fun, but only 24 percent of high school students. On the contrary, 23 percent of the compulsory education students and 41 percent of the higher education students were slightly less or less happy (the rest are the same or do not know it). The situation is similar when it comes to completing homework: Compared to spring, nearly half of compulsory school students handle homework better or slightly better, while this was the case for only 31 percent of high school students. In contrast, only 13 percent of the youngest did a little worse or worse with homework, while this was the case for 22 percent of high school students (rest: equally well or don’t know).
At the time of the survey, high school students had already been in distance education for the second time for two more weeks. In addition, there was continued support for the youngest at the locations that requested it and, as of December 7, a clear perspective back to face-to-face lessons.
the The survey sample was not representative – for example, students without the proper equipment could not participate. Therefore, it can be assumed that risk groups are underestimated, according to the authors.
