THE ADOLESCENT AS AN ACTIVE AGENT IN REDEFINING ROUTINES AND RELATIONSHIPS AT THE HEART OF LEARING IN COVID-19 CONTEXT
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.
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.
Describe the perceptions of adolescents after their return to school in September for students with either in full-time return or in hybrid mode.
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.
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%)
December 2020 to April 2021
The characteristics of the participants and their families
Physical and school organization
Perceptions of the school environment
Relationships with parents, teachers, school workers and friends (during confinement and after returning to class)
The Adolescent at the Center of Activity Systems in the Context of COVID-19: Redefining Routines and Relationships at the Heart of Learning
Centre of Research and Intervention for Student and School Success
Faculty of Educational Sciences
2320, rue des Bibliothèques