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The problem
Intervention: School strategies including teacher alignment and approaches supporting autonomous motivation in children
Who it was tested with: 779 children with developmental disorders and 1443 typically developing children in Belgium.
Experience from people who deliver programmes: stories, case studies and lessons learned. Valuable for understanding how and why, and for spotting what to test next, but not a measure of effect.
"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." The study uses comparative analysis with statistical modeling to identify factors associated with better home learning during pandemic school closures, providing evidence on which strategies mattered most.
The cross-sectional design does not establish causality. The study does not indicate measurement timepoints or whether data were collected during active lockdown or retrospectively. No information on effect sizes or practical significance of differences between groups.
Across countries and designs
1 study · 1 country
