Self-isolation during the beginning of the COVID-19 pandemic and adolescents’ health outcomes: The moderating effect of perceived teacher support.

2021 ◽  
Author(s):  
Michelle F. Wright ◽  
Sebastian Wachs
Keyword(s):  
Health Outcomes ◽  
Teacher Support ◽  
Moderating Effect ◽  
Perceived Teacher Support

scholarly journals Gender Differences in Digital Learning During COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement, and Perceived Teacher Support

2021 ◽  
Vol 12 ◽  
Author(s):  
Selma Korlat ◽  
Marlene Kollmayer ◽  
Julia Holzer ◽  
Marko Lüftenegger ◽  
Elisabeth Rosa Pelikan ◽  
...  
Keyword(s):  
Gender Differences ◽  
Gender Role ◽  
Teacher Support ◽  
Intrinsic Value ◽  
Self Concept ◽  
Digital Learning ◽  
Learning Engagement ◽  
Biological Sex ◽  
Competence Beliefs ◽  
Perceived Teacher Support

The spread of the COVID-19 pandemic quickly necessitated digital learning, which bore challenges for all pupils but especially for groups disadvantaged in a virtual classroom. As some studies indicate persistent differences between boys and girls in use of technologies and related skills, the aim of this study was to investigate gender differences in the digital learning environment students faced in spring 2020. Previous studies investigating gender differences in digital learning largely used biological sex as the only indicator of gender. This study includes both biological sex and gender role self-concept in order to investigate the role of gender in different components of this stereotyped domain in a more differentiated way. A total of 19,190 Austrian secondary school students (61.9% girls, Mage = 14.55, SDage = 2.49, age range 10–21) participated in an online study in April 2020 and answered questions regarding their competence beliefs, intrinsic value, engagement, and perceived teacher support in digital learning during the pandemic-induced school closures. Results showed higher perceived teacher support, intrinsic value, and learning engagement among girls than boys, while no significant sex differences were found in competence beliefs regarding digital learning. Furthermore, our results indicated clear benefits of an androgynous gender role self-concept for all studied components of digital learning. Implications of the findings for theory and practice are discussed.

All-Female Classes in High School Computer Science: Positive Effects in Three Years of Data

2002 ◽  
Vol 27 (4) ◽  
pp. 385-409 ◽  
Author(s):  
Gail Crombie ◽  
Tracy Abarbanel ◽  
Anne Trinneer
Keyword(s):  
High School ◽  
Computer Science ◽  
Teacher Support ◽  
Intrinsic Value ◽  
Female Students ◽  
School Level ◽  
High School Level ◽  
Positive Effects ◽  
Perceived Teacher Support ◽  
Mixed Gender

In a three-year study, female students from all-female computer science (CS) classes were compared to male and female students from mixed-gender CS classes. Participants were 250 students enrolled in an elective Grade 11 CS course (63 females from three all-female classes and 155 males and 32 females from nine mixed-gender classes). Participants completed a questionnaire assessing perceived support from teachers and parents, computer-related attitudes, and future academic and occupational intentions. Females from all-female classes reported higher levels of perceived teacher support, confidence, and future academic and occupational intentions than did females from mixed-gender classes. Females from all-female classes reported levels as high as those reported by males on perceived teacher support, whereas males reported higher levels than did females from mixed-gender classes on perceived teacher support, confidence, intrinsic value, and future intentions. The present study provides some initial empirical evidence supporting the positive effects of all-female classes in CS at the high school level.

Boys benefit more from teacher support: Effects of perceived teacher support on primary students’ creative thinking

2020 ◽  
Vol 37 ◽  
pp. 100680
Author(s):  
Hongpo Zhang ◽  
Cuicui Sun ◽  
Xiaoxian Liu ◽  
Shaoying Gong ◽  
Quanlei Yu ◽  
...  
Keyword(s):  
Teacher Support ◽  
Creative Thinking ◽  
Primary Students ◽  
Support Effects ◽  
Perceived Teacher Support

Getting to know my teacher: Does the relation between perceived mastery goal structures and perceived teacher support change across the school year?

2013 ◽  
Vol 38 (4) ◽  
pp. 316-327 ◽  
Author(s):  
Julianne C. Turner ◽  
DeLeon L. Gray ◽  
Lynley H. Anderman ◽  
Heather S. Dawson ◽  
Eric M. Anderman
Keyword(s):  
Teacher Support ◽  
Goal Structures ◽  
Mastery Goal ◽  
School Year ◽  
Perceived Teacher Support
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