changes in school motivation, social interactions, and mood during the covid-19 school closures
Adolescents' typical social school context was crucially affected by school closures due to the COVID-19 pandemic crisis. In the Learning Together Diaries, we used a daily diary study method to investigate how school motivation, social interactions, and well-being of high school students (12 - 16 years) changed during the course of the crisis and how these aspects differed between physical and online school days.
For this study, high school students were asked to report their school motivation, social interactions (e.g., perceived support and conflict with friends, parents, teachers), and mood through a short daily questionnaire (+/- 3 minutes). Additionally, in monthly questionnaires, they were asked about, for example, their trait school motivation, experiences with COVID-19, and stress.
In 2020, during the first school closure and re-opening in the Netherlands, we conducted a first daily diary study, consisting of two periods (May, June) of 10 school days each.
In 2021, during the second school closure and re-opening in the Netherlands, we conducted a follow-up daily diary study, consisting of four periods (February, March, May, June) of 10 school days each. Some insights from this follow-up study have already been shared through Instagram and Twitter.
This project is supported by a Gratama Foundation / Leiden University Fund grant awarded to Anna van Duijvenvoorde
This project is closely linked to the social resilience and security research program.