The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders

Using the Opportunity-Propensity Model (Byrnes in Dev Rev 56:100911, 2020 ; Byrnes & Miller in Contemp Educ Psychol 32(4);599–629, 2007 ), the current study investigated which factors helped predicting children’s home learning experiences during the COVID-19 pandemic, thereby examining differenc...

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Bibliographic Details
Published in:Journal of autism and developmental disorders 2023-04, Vol.53 (4), p.1642-1672
Main Authors: Baten, Elke, Vlaeminck, Fieke, Mués, Marjolein, Valcke, Martin, Desoete, Annemie, Warreyn, Petra
Format: Article
Language:English
Subjects:
Autism
Autism Spectrum Disorder
Behavioral Science and Psychology
Belgium
Child
Child and School Psychology
Children
Classroom practice
Classrooms
Cognitive style
Coronaviruses
COVID-19
Developmental Disabilities
Developmental disorders
Distance learning
Educational aspects
Educational objectives
Epidemics
Family Environment
Forecasts and trends
Home Environment
Humans
Influence
Learning
Learning disabilities
Learning environment
Learning Experience
Mental disorders
Motivation
Negative experiences
Neurosciences
Online education
Original Paper
Pandemics
Pediatrics
Predictor Variables
Psychological aspects
Psychology
Public Health
School Closing
Schools
Special education
Student Motivation
Students
Teacher Influence
Teachers
Variables
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Summary:Using the Opportunity-Propensity Model (Byrnes in Dev Rev 56:100911, 2020 ; Byrnes & Miller in Contemp Educ Psychol 32(4);599–629, 2007 ), the current study investigated which factors helped predicting children’s home learning experiences during the COVID-19 pandemic, thereby examining differences between children with (DD; n  = 779) and without (TD; n  = 1443) developmental disorders. MANCOVA results indicated more negative experiences for DD children and their parents. SEM-results revealed the alignment between different teachers and autonomous motivation in children as the most important predictors for the outcome variables. Less predictors were significant for DD as compared to TD children which suggests other factors are at play in the DD group. Limitations, strengths and suggestions for future research are being discussed, together with some implications for classroom practices and remote learning approaches.
ISSN:0162-3257
1573-3432
DOI:10.1007/s10803-021-05383-0