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Secondary school students’ perception of the online teaching experience during COVID‐19: The impact on mental wellbeing and specific learning difficulties

Thomas Walters Orcid Logo, NICOLA SIMKISS, Robert J. Snowden Orcid Logo, Nicola Gray Orcid Logo

British Journal of Educational Psychology, Volume: 92, Issue: 3, Pages: 843 - 860

Swansea University Authors: NICOLA SIMKISS, Nicola Gray Orcid Logo

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DOI (Published version): 10.1111/bjep.12475

Abstract

Student engagement and concentration is critical for successful learning. Due to the COVID-19 pandemic, there has been a dramatic increase in the use of online learning which may affect engagement and concentration, particularly for those students with specific learning difficulties.

Published in: British Journal of Educational Psychology
ISSN: 0007-0998 2044-8279
Published: Wiley 2022
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URI: https://cronfa.swan.ac.uk/Record/cronfa58794
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first_indexed 2021-12-02T14:56:48Z
last_indexed 2023-01-11T14:39:38Z
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title Secondary school students’ perception of the online teaching experience during COVID‐19: The impact on mental wellbeing and specific learning difficulties
spellingShingle Secondary school students’ perception of the online teaching experience during COVID‐19: The impact on mental wellbeing and specific learning difficulties
NICOLA SIMKISS
Nicola Gray
title_short Secondary school students’ perception of the online teaching experience during COVID‐19: The impact on mental wellbeing and specific learning difficulties
title_full Secondary school students’ perception of the online teaching experience during COVID‐19: The impact on mental wellbeing and specific learning difficulties
title_fullStr Secondary school students’ perception of the online teaching experience during COVID‐19: The impact on mental wellbeing and specific learning difficulties
title_full_unstemmed Secondary school students’ perception of the online teaching experience during COVID‐19: The impact on mental wellbeing and specific learning difficulties
title_sort Secondary school students’ perception of the online teaching experience during COVID‐19: The impact on mental wellbeing and specific learning difficulties
author_id_str_mv 5b3f9fab1370e9271f28bfddd97307af
d3dfb6fa4b6e057dd587f5e9f28a581f
author_id_fullname_str_mv 5b3f9fab1370e9271f28bfddd97307af_***_NICOLA SIMKISS
d3dfb6fa4b6e057dd587f5e9f28a581f_***_Nicola Gray
author NICOLA SIMKISS
Nicola Gray
author2 Thomas Walters
NICOLA SIMKISS
Robert J. Snowden
Nicola Gray
format Journal article
container_title British Journal of Educational Psychology
container_volume 92
container_issue 3
container_start_page 843
publishDate 2022
institution Swansea University
issn 0007-0998
2044-8279
doi_str_mv 10.1111/bjep.12475
publisher Wiley
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Psychology{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Psychology
document_store_str 1
active_str 0
description Student engagement and concentration is critical for successful learning. Due to the COVID-19 pandemic, there has been a dramatic increase in the use of online learning which may affect engagement and concentration, particularly for those students with specific learning difficulties.
published_date 2022-09-01T04:15:37Z
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score 11.021648

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