THE ADOLESCENT AS AN ACTIVE AGENT IN REDEFINING ROUTINES AND RELATIONSHIPS AT THE HEART OF LEARING IN COVID-19 CONTEXT
Research overview
This project aims to better describe the experiences of adolescents following confinement due to the COVID-19 pandemic in March 2020 and returning to class in September of the same year. In short, we identify the tensions experienced by adolescents as COVID-19 forces them to redefine their relationship with family life, learning and school.
GOALS
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Retrospectively examine the perceptions of adolescents in relation to the loss of benchmarks, the return to the family full-time and the educational issue felt in the face of online learning following the containment of COVID-19.
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Describe the perceptions of adolescents after their return to school in September for students with either in full-time return or in hybrid mode.
THE RESEARCH
This research is based on 2 theoretical frameworks:
1. Epstein's model which illustrates the 3 spheres in which children and adolescents learn and develop: family, school and community.
2. Vygotsky and the concept of activity as a mediator between the individual and the social dimensions of human development.
PARTICIPANTS
April 2021
1057 participating adolescents (11 to 18 years old)
59.2% girls and 38.3% boys
37 schools in across Quebec
Public schools (83%) and private (17%)
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THE SURVEY
December 2020 to April 2021
52 questions:
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The characteristics of the participants and their families
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Physical and school organization
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Perceptions of the school environment
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Relationships with parents, teachers, school workers and friends (during confinement and after returning to class)
FIRST PUBLICATION
July 2021
The Adolescent at the Center of Activity Systems in the Context of COVID-19: Redefining Routines and Relationships at the Heart of Learning
DOI: https://doi.org/10.17759/chp.2021170213
CONTACT US
Centre of Research and Intervention for Student and School Success
Faculty of Educational Sciences
2320, rue des Bibliothèques
Laval University
Quebec, Quebec
G1V 0A6