Students’ school success in challenging times: importance of central personal and social resources during the COVID-19 pandemic
| dc.contributor.author | Stang-Rabrig, Justine | |
| dc.contributor.author | Vogel, Sebastian Nicolas Thomas | |
| dc.contributor.author | Forciniti, Marco | |
| dc.contributor.author | McElvany, Nele | |
| dc.date.accessioned | 2025-02-03T15:16:32Z | |
| dc.date.available | 2025-02-03T15:16:32Z | |
| dc.date.issued | 2023-09-08 | |
| dc.description.abstract | Students’ well-being, learning activities, and learning success are key student outcomes that can be affected by challenging times such as the COVID-19 pandemic. Thus, it is vital to investigate the role of important personal (resilience, self-efficacy) and social resources (support from family, friends, teachers, important other) for central student outcomes (life satisfaction as a vital aspect of well-being, learning activities, and learning success) alongside perception of the COVID-19 situation. While the pandemic affected all of society, adolescents as a group who face core developmental challenges were especially vulnerable towards being negatively affected by the pandemic. Thus, analyses are based on 220 adolescent students (60.9% female, 37.7% male, 1.4% diverse) in Germany who were 16.21 years old on average (SD = 0.88) at time of data collection in May 2021. Students filled out an online questionnaire on sociodemographics and variables of interest. Path models revealed that perceiving the COVID-19 pandemic as stressful was negatively related to life satisfaction (β = -.27). Furthermore, perceiving the COVID-19 pandemic as stressful was negatively related to students’ self-efficacy (β = -.22) and positively to support from an important other (β = .32). Moreover, several resources were mainly positively related to our central student outcomes (β = .13-.41), and perception of the COVID-19 situation mediated two of those relations. Results underscore the importance of students’ selfefficacy, which was related to all student outcomes. Furthermore, the results and methodological issues can impact further research and practice. | en |
| dc.identifier.uri | http://hdl.handle.net/2003/43398 | |
| dc.identifier.uri | http://dx.doi.org/10.17877/DE290R-25230 | |
| dc.language.iso | en | |
| dc.relation.ispartofseries | European journal of psychology of education; 39(2) | |
| dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
| dc.subject | Learning success | en |
| dc.subject | Resilience | en |
| dc.subject | Self-efficacy | en |
| dc.subject | Social support | en |
| dc.subject | Well-being | en |
| dc.subject.ddc | 370 | |
| dc.subject.rswk | Lernerfolg | de |
| dc.subject.rswk | Resilienz | de |
| dc.subject.rswk | Selbstwirksamkeit | de |
| dc.title | Students’ school success in challenging times: importance of central personal and social resources during the COVID-19 pandemic | en |
| dc.type | Text | |
| dc.type.publicationtype | Article | |
| dcterms.accessRights | open access | |
| eldorado.secondarypublication | true | |
| eldorado.secondarypublication.primarycitation | Stang-Rabrig, J., Vogel, S., Forciniti, M., & McElvany, N. (2024). Students’ school success in challenging times: importance of central personal and social resources during the COVID-19 pandemic. European Journal of Psychology of Education, 39(2), 1261–1281. https://doi.org/10.1007/s10212-023-00739-9 | |
| eldorado.secondarypublication.primaryidentifier | https://doi.org/10.1007/s10212-023-00739-9 |