Κατεύθυνση Σχολική ψυχολογία
Library of the School of Philosophy

2024-05-09

2024

Adamidou Anna

Πολυχρόνη Φωτεινή, Αναπληρώτρια Καθηγήτρια, Τμήμα Ψυχολογίας, Εθνικό και
Καποδιστριακό Πανεπιστήμιο Αθηνών
Αικατερίνη Λαμπροπούλου, Επίκουρη Καθηγήτρια, Τμήμα Ψυχολογίας, Εθνικό και
Καποδιστριακό Πανεπιστήμιο Αθηνών
Διαμάντω Φιλιππάτου, Αναπληρώτρια Καθηγήτρια, Τμήμα Ψυχολογίας, Εθνικό και
Καποδιστριακό Πανεπιστήμιο Αθηνών

Η Σχολική Εμπλοκή και οι Στρατηγικές Μάθησης Μαθητών Δευτεροβάθμιας Εκπαίδευσης: Αντιλήψεις για την Εξ Αποστάσεως Εκπαίδευση και για τη Δια Ζώσης Διδασκαλία

Greek

School Engagement and Learning Strategies of Secondary School Students: Perceptions of Online Education and Face-to-face Learning

The purpose of this research is to explore the dimensions of school engagement and learning strategies of high school adolescents during both remote and face-to-face education, in relation to demographic variables, as reported by the students themselves after the schools' reopening. The sample includes 282 second and third-grade high school students. For the assessment of school engagement, the tool "Student Engagement in School" (Lam et al., 2015) was administered, and for the assessment of learning strategies, the tool "Use of Strategies" (Gonida & Leondari, 2012) was used, along with the collection of demographic data. The results of the research showed that levels of school engagement and learning strategies were higher, and the lack of learning strategies was lower in face-to-face education compared to remote education. Additionally, teacher support in both forms of teaching and the availability of technological equipment in remote education were associated with higher levels of school engagement and learning strategies. Academic success of students appears to gather higher levels of school engagement and learning strategies in both forms of education. Participation in extracurricular activities, gender, and parental education levels did not seem to vary significantly. An important finding is the correlation between school engagement and
learning strategies in both forms of teaching. The results emphasize the importance of
adapting education and having a strong support framework to promote the school engagement and learning strategies of students.

Philosophy - Psychology

online education, face-to-face education, school engagement, learning strategies

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https://pergamos.lib.uoa.gr/uoa/dl/object/3398179