| Zdroj: |
Christensen, J H 2023, ' Student well-being, gender and socioeconomic status during the COVID-19 pandemic ', Paper presented at 10th IEA International Research Conference (IEA IRC), Dublin, Ireland, 28/06/2023-30/06/2023 . |
| Popis: |
The COVID-19 pandemic affected education systems on an unprecedented scale, causing schools to be shut down in a manner that disrupted the daily lives of students and had a major impact on teaching and learning. Studies have also demonstrated that socioeconomic background and gender had an impact on students’ learning and well-being during the pandemic.The IEA study Responses to Educational Disruption Survey (REDS) investigated how teaching and learning were affected by the COVID-19 pandemic, and how education stakeholders responded to the educational disruption across and within countries. However, the international REDS report focused primarily on descriptive analyses of single-item response frequencies, as well as bivariate cross-tabulation analyses between single response items and, for instance, gender and socioeconomic background. Hence, the REDS data could still generate more valuable knowledge by conducting statistical analyses of a more inferential character. This paper presents a secondary analysis of data derived from REDS, and utilizes bifactor models and multidimensional item response theory. Furthermore, Rasch modeling scales are constructed to identify students’ emotional well-being and socioeconomic background. Together with gender, these scales are cross-analyzed with the aim of providing insight into correlations between gender, SES and well-being based upon a multivariate foundation. With a primary interest in the Danish school system, the paper compares Denmark with other countries which were deemed most appropriate for comparison. Specifically, this meant Slovenia as well as an average for Russia, Uzbekistan, and the United Arab Emirates, which are referred to as “other countries”. Despite the primary focus on the Danish school system, the analyses also yield significant results in a broader international perspective and demonstrate statistical approaches of relevance to the international research community. The results indicate that the emotional well-being of Danish students during the pandemic was similar to that of their peers in the other countries taking part in REDS. However, behind this overall result there is a statistically significant difference between boys and girls, with girls scoring lower than boys on the scale for emotional well-being in Denmark, Slovenia and the other countries. Remarkably, this gender difference is extraordinarily high in Denmark. This paper does not find any statistically significant differences in terms of correlations between the socioeconomic background and emotional well-being of the Danish students, but the same thing cannot be said of Slovenia and the other countries. The results of this paper are spectacular because to some extent they contradict several national Danish studies within this field, as well as some of the results presented in the international REDS report. The COVID-19 pandemic affected education systems on an unprecedented scale, causing schools to be shut down in a manner that disrupted the daily lives of students and had a major impact on teaching and learning. Studies have also demonstrated that socioeconomic background and gender had an impact on students’ learning and well-being during the pandemic.The IEA study Responses to Educational Disruption Survey (REDS) investigated how teaching and learning were affected by the COVID-19 pandemic, and how education stakeholders responded to the educational disruption across and within countries. However, the international REDS report focused primarily on descriptive analyses of single-item response frequencies, as well as bivariate cross-tabulation analyses between single response items and, for instance, gender and socioeconomic background. Hence, the REDS data could still generate more valuable knowledge by conducting statistical analyses of a more inferential character. This paper presents a secondary analysis of data derived from REDS, and utilizes bifactor models and multidimensional item response theory. Furthermore, Rasch modeling scales are constructed to identify students’ emotional well-being and socioeconomic background. Together with gender, these scales are cross-analyzed with the aim of providing insight into correlations between gender, SES and well-being based upon a multivariate foundation. With a primary interest in the Danish school system, the paper compares Denmark with other countries which were deemed most appropriate for comparison. Specifically, this meant Slovenia as well as an average for Russia, Uzbekistan, and the United Arab Emirates, which are referred to as “other countries”. Despite the primary focus on the Danish school system, the analyses also yield significant results in a broader international perspective and demonstrate statistical approaches of relevance to the international research community. The results indicate that the emotional well-being of Danish students during the pandemic was similar to that of their peers in the other countries taking part in REDS. However, behind this overall result there is a statistically significant difference between boys and girls, with girls scoring lower than boys on the scale for emotional well-being in Denmark, Slovenia and the other countries. Remarkably, this gender difference is extraordinarily high in Denmark. This paper does not find any statistically significant differences in terms of correlations between the socioeconomic background and emotional well-being of the Danish students, but the same thing cannot be said of Slovenia and the other countries. The results of this paper are spectacular because to some extent they contradict several national Danish studies within this field, as well as some of the results presented in the international REDS report. |
