Full Description
The COVID-19 pandemic has challenged educational systems with dramatic changes to established practices. This is now a good time to focus on what we can learn from this global pandemic and ensuing economic crisis and how to support educational policies in steering and mitigating such crises in the future. Accordingly, the contributors explore a range of perspectives and different phases of the educational career and discuss the consequences for individuals, educational systems, and educational policy.
This volume brings together current research on the effects of the pandemic and possible coping mechanisms from both developmental and educational psychology perspectives. Following a systematic meta-review on the existing state of research and research deficits, four empirical contributions with longitudinal designs investigate the experiences of parents, teachers, adolescents, and university students from Austria, Germany, and the United Kingdom.
Contents
Editorial
Navigating the Pandemic and Future Crises: Insights From Developmental and Educational Psychology
Marko Luftenegger, Martin Daumiller, and Ingrid Schoon
Review Articles
How Did COVID-19 Affect Education and What Can Be Learned Moving Forward?
A Systematic Meta-Review of Systematic Reviews and Meta-Analyses
Martin Daumiller, Raven Rinas, Ingrid Schoon, and Marko Luftenegger
Original Articles
Comparison of Parent-Rated Teaching Activities During the First and Second School Lockdowns and
Its Association With Students' Learning Outcomes During Distant Teaching
Ricarda Steinmayr, Rebecca Lazarides, Linda Wirthwein, and Hanna Christiansen
Changes in Teachers' Perceptions of School Quality During COVID-19: Findings From a Longitudinal Study
Based on Propensity Score Balancing
Christoph Helm and Stephan Gerhard Huber
Navigating an Uncertain Future: How Schools Can Support Career Adaptability of Young People
in the Aftermath of the COVID-19 Pandemic
Ingrid Schoon and Golo Henseke
The Role of Basic Need Satisfaction for Motivation and Self-Regulated Learning During COVID-19:
A Longitudinal Study
Elisabeth Rosa Pelikan, Luisa Grutzmacher, Katharina Hager, Julia Holzer, Selma Korlat, Martin Mayerhofer,
Barbara Schober, Christiane Spiel, and Marko Luftenegger
