
Back to School after Corona Virus Disease of 2019: New Relationships, Distance Schooling, and Experienced Routine
References
- Addimando, L., Leder, D., & Zudini, V. (2021). Teaching and Learning in the Covid-19 Era: The Experience of an Italian Primary School Class. TOJET the Turkish Online Journal of Educational Technology, 20(1), 60–67.
- Aguilar, S. J., Galperin, H., Baek, C., & Gonzalez, E. (2020). When school comes home: How low-income families are adapting to distance learning October 2020 Table of Contents. October. DOI: 10.35542/OSF.IO/SU8WK
- Aguillaume, R. (2008). Affects in psychoanalytic theory and practice. International Forum of Psychoanalysis, 17(3), 139–147. DOI: 10.1080/08037060802354856
- Alerby, E. (2003). ‘During the break we have fun’: a study concerning pupils’ experience of school. Educational Research, 45(1), 17–28. DOI: 10.1080/0013188032000086091
- Altwaijri, N., Abualait, T., Aljumaan, M., Albaradie, R., Arain, Z., & Bashir, S. (2022). Defense mechanism responses to COVID-19. PeerJ, 10,
e12811 . DOI: 10.7717/peerj.12811 - Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. Sustainability, 12(20), 8438. DOI: 10.3390/su12208438
- Bonanno, I., Cerutti, R., & Lauriola, M. (n.d.). Status sociometrici e dimensioni psicologiche in studenti preadolescenti ed adolescenti. 188832774.pdf (
core.ac.uk ) - Branquinho, C., Santos, A. C., Ramiro, L., & Gaspar de Matos, M. (2021). #COVID#BACKTOSCHOOL: Qualitative study based on the voice of Portuguese adolescents. Journal of Community Psychology, 49(7), 2209–2220. DOI: 10.1002/jcop.22670
- Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. The Lancet, 395(10227), 912–920. DOI: 10.1016/S0140-6736(20)30460-8.
- Bruner, J. S. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press. DOI: 10.4159/9780674029019
- Bushweller, K., & Lloyd, S. C. (2021). How the Pandemic Is Shaping K-12 Education (in Charts). EducationWeek.
https://www.edweek.org/leadership/how-the-pandemic-is-shaping-k-12-education-in-charts/2021/04 - Cadamuro, A., Bisagno, E., Rubichi, S., Rossi, L., Cottafavi, D., Crapolicchio, E., & Vezzali, L. (2021). Distance learning and teaching as a consequence of the covid-19 pandemic: A survey of teachers and students of an italian high school taking into account technological issues, attitudes and beliefs toward distance learning, metacognitive skills. Journal of E-Learning and Knowledge Society, 17(1), 81–89. DOI: 10.20368/1971-8829/1135463
- Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, 112934. DOI: 10.1016/j.psychres.2020.112934
- Capurso, M., Buratta, L., & Mazzeschi, C. (2022). Primary and middle-school children’s drawings of the lockdown in Italy. Frontiers in Psychology, 13(October), 1–22. DOI: 10.3389/fpsyg.2022.982654
- Capurso, M., Dennis, J. L., Salmi, L. P., Parrino, C., & Mazzeschi, C. (2020). Empowering Children Through School Re-Entry Activities After the COVID-19 Pandemic. Continuity in Education, 1(1), 64–82. DOI: 10.5334/cie.17
- Capurso, M., Pedale, T., Santangelo, V., Salmi, L. P., & Mazzeschi, C. (2023). Italian Children’s Accounts of the Lockdown: Insights and Perspectives. Journal of Child and Family Studies, 32(1), 145–159. DOI: 10.1007/s10826-022-02508-6
- Capurso, M., & Roy Boco, T. D. (2021). Covid-19 Lockdown in Italy: Perspectives and Observations from Special Education Teachers of Changes in Teaching and the Student Experience. Child Care in Practice, 1–15. DOI: 10.1080/13575279.2021.1975649
- Cimino, S., Marzilli, E., & Tambelli, R. (2021). Psychological distress due to covid-19 in parents and children’s emotional and conduct problems: The mediation role of couple adjustment and parenting stress. Psychology Hub, 38(2), 15–22. DOI: 10.13133/2724-2943/17526
- Cooper, P. (2002).
Effective Schools for Disaffected Students . In Effective Schools for Disaffected Students. Routledge. DOI: 10.4324/9780203032442 - Crick, T. (2021). Covid-19 and Digital Education: a Catalyst For Change? ITNOW, 63(1), 16–17. DOI: 10.1093/itnow/bwab005
- de Figueiredo, C. S., Sandre, P. C., Portugal, L. C. L., Mázala-de-Oliveira, T., da Silva Chagas, L., Raony, Í., Ferreira, E. S., Giestal-de-Araujo, E., dos Santos, A. A., & Bomfim, P. O.-S. (2021). COVID-19 pandemic impact on children and adolescents’ mental health: Biological, environmental, and social factors. Progress in Neuro-Psychopharmacology and Biological Psychiatry, 106, 110171. DOI: 10.1016/j.pnpbp.2020.110171
- Duckworth, A. L., Kautz, T., Defnet, A., Satlof-Bedrick, E., Talamas, S., Lira, B., & Steinberg, L. (2021). Students Attending School Remotely Suffer Socially, Emotionally, and Academically. Educational Researcher, 50(7), 479–482. DOI: 10.3102/0013189X211031551
- Dvorsky, M. R., Breaux, R., & Becker, S. P. (2021). Finding ordinary magic in extraordinary times: child and adolescent resilience during the COVID-19 pandemic. European Child and Adolescent Psychiatry, 30(11), 1829–1831. DOI: 10.1007/S00787-020-01583-8
- Elmer, T., Mepham, K., & Stadtfeld, C. (2020). Students under lockdown: Comparisons of students’ social networks and mental health before and during the COVID-19 crisis in Switzerland. PLOS ONE, 15(7), DOI: 10.1371/journal.pone.0236337
- Erikson, E. H. (1995).
Gioventù e crisi d’identità (Vol. 55). Armando Editore. - Fegert, J. M., Vitiello, B., Plener, P. L., & Clemens, V. (2020). Challenges and burden of the Coronavirus 2019 (COVID-19) pandemic for child and adolescent mental health: a narrative review to highlight clinical and research needs in the acute phase and the long return to normality. Child and Adolescent Psychiatry and Mental Health, 14(1), 20. DOI: 10.1186/s13034-020-00329-3
- Ferrer, M., & Fugate, A. M. (2003). The Importance of Friendship for School-Age Children. EDIS, 11. DOI: 10.32473/edis-fy545-2003
- Fisher, H., Lambert, H., Hickman, M., Yardley, L., & Audrey, S. (2021). Experiences of the coronavirus disease-19 (COVID-19) pandemic from the perspectives of young people: Rapid qualitative study. Public Health in Practice, 2, 100162. DOI: 10.1016/j.puhip.2021.100162
- Flynn, N., Murray, C., Forkan, C., & Kealy, C. (2022). Coping with the ‘new (ab)normal’ in school: an EMA study of youth coping with the return to in-person education during the COVID-19 pandemic. Irish Educational Studies, 1–19. DOI: 10.1080/03323315.2022.2088593
- Foulkes, L., & Blakemore, S. J. (2021). Individual differences in adolescent mental health during COVID-19: The importance of peer relationship quality. Neuron, 109(20), 3203–3205. DOI: 10.1016/J.NEURON.2021.07.027
- Freud, S. (1915). Introductory lectures on psychoanalysis (Part III). The Standard Edition of the Complete Psychological Works of Sigmund Freud: Vol. XVI.
- Goldstein, D. (2021). Schools Are Open, but Many Families Remain Hesitant to Return. The New York Times.
https://www.nytimes.com/2021/05/09/us/covid-school-reopening-virtual-learning.html - Goudeau, S., Sanrey, C., Stanczak, A., Manstead, A., & Darnon, C. (2021). Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap. Nature human behaviour, 5(10), 1273-1281. DOI: 10.1038/s41562-021-01212-7
- Guo, J., Fu, M., Liu, D., Zhang, B., Wang, X., & van IJzendoorn, M. H. (2020). Is the psychological impact of exposure to COVID-19 stronger in adolescents with pre-pandemic maltreatment experiences? A survey of rural Chinese adolescents. Child Abuse & Neglect, 110, 104667. DOI: 10.1016/j.chiabu.2020.104667
- Green, A. (1999). The fabric of affect in the psychoanalytic discourse. Psychology Press.
- Hogg, M. A., Abrams, D., & Martin, G. N. (2010).
Social cognition and attitudes . G. N. Martin, N. R. Carlson, & W. Buskist (Eds.), Psychology (Pearson Ed, pp. 646–677). Pearson Education Limited. - Holzer, J., Korlat, S., Haider, C., Mayerhofer, M., Pelikan, E., Schober, B., Spiel, C., Toumazi, T., Salmela-Aro, K., Käser, U., Schultze-Krumbholz, A., Wachs, S., Dabas, M., Verma, S., Iliev, D., Andonovska-Trajkovska, D., Plichta, P., Pyżalski, J., Walter, N., … Lüftenegger, M. (2021). Adolescent well-being and learning in times of COVID-19—A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation. PLOS ONE, 16(5),
e0251352 . DOI: 10.1371/journal.pone.0251352 - King, R. (2017). The sociology of school organization. Routledge. DOI: 10.4324/9781315210094
- Klootwijk, C. L. T., Koele, I. J., van Hoorn, J., Güroğlu, B., & van Duijvenvoorde, A. C. K. (2021). Parental Support and Positive Mood Buffer Adolescents’ Academic Motivation During the COVID-19 Pandemic. Journal of Research on Adolescence, 31(3), 780–795. DOI: 10.1111/JORA.12660
- Kovács Cerović, T., Mićić, K., & Vračar, S. (2021). A leap to the digital era—what are lower and upper secondary school students’ experiences of distance education during the COVID-19 pandemic in Serbia? European Journal of Psychology of Education. DOI: 10.1007/s10212-021-00556-y
- Kratochwill, T. R., Hagermoser Sanetti, L. M., Collier-Meek, M. A., Louvar Reeves, M. A., Fernandez, B. S., Jimerson, S. R., Brown, J. A., Renshaw, T. L., O’Brennan, L. M., Furlong, M. J., Miller, D. N., Mazza, J. J., Hagan, M. J., Ingram, A. M., Wolchik, S. A., Fuchs, D., McMaster, K. L., Kearns, D. M., Jaspers, K. E., … Gross, A. C. (2016). Handbook of Evidence-Based Interventions for Children and Adolescents (L. A. Theodore (ed.); 1st ed.). Springer Publishing Company. DOI: 10.1891/9780826127952
- Lara-Prieto, V., Munoz-Castillo, J., Salazar-Cano, C. L., Martinez-Torteya, C. E., Diaz de Leon Lopez, E., Zavala, G., & Swain-Oropeza, R. (2021). Synchronous Distance Learning: Students and Faculty Experience from a Gender Perspective. 2021 IEEE Global Engineering Education Conference (EDUCON),
2021-April , 562–566. DOI: 10.1109/EDUCON46332.2021.9454037 - Lessard, L. M., & Puhl, R. M. (2021). Adolescent academic worries amid COVID-19 and perspectives on pandemic-related changes in teacher and peer relations. School Psychology, 36(5), 285–292. DOI: 10.1037/spq0000443
- Leuzinger-Bohleber, M., & Montigny, N. (2021). The pandemic as a developmental risk. International Journal of Applied Psychoanalytic Studies, 18(2), 121–132. DOI: 10.1002/aps.1706
- Levinson, M., Cevik, M., & Lipsitch, M. (2020). Reopening Primary Schools during the Pandemic. New England Journal of Medicine, 383(10), 981–985. DOI: 10.1056/NEJMms2024920
- Lutte, G. (1980). La condizione giovanile: introduzione critica alla psicologia degli adolescenti e dei giovani (Cooperativa centro di documentazione (ed.). Pistoia.
- Ma, H., & Miller, C. (2021). Trapped in a Double Bind: Chinese Overseas Student Anxiety during the COVID-19 Pandemic. Health Communication, 36(13), 1598–1605. DOI: 10.1080/10410236.2020.1775439
- Maftei, A., Merlici, I.-A., & Roca, I.-C. (2022). Implications of the COVID-19 Pandemic on Children and Adolescents: Cognitive and Emotional Representations. Children, 9(3), 359. DOI: 10.3390/children9030359
- Maggio, M. G., Stagnitti, M. C., Calatozzo, P., Cannavò, A., Bruschetta, D., Foti Cuzzola, M., … & Calabrò, R. S. (2021). What about the consequences of the use of distance learning during the COVID-19 pandemic? A survey on the psychological effects in both children and parents. International Journal of Environmental Research and Public Health, 18(23), 12641. DOI: 10.3390/ijerph182312641
- Marini, M., Livi, S., Cecalupo, A., Scarci, F., Santini, F., Parisse, C., & Benvenuto, G. (2023). “I feel good with my teachers”. The effects of positive teacher-student relationship on students’ self-esteem and perceptions about their future. Psychology Hub, 40(1), 63–72.
- Micalizzi, A. (2021). Lo spazio abitativo al tempo del Covid-19: meccanismi adattivi e nuovi habitat per la didattica a distanza (dad). Narrare i Gruppi, 16(2), 235–239.
https://www.narrareigruppi.it/index.php?journal=narrareigruppi& - Mishra, S., Sahoo, S., & Pandey, S. (2021). Research trends in online distance learning during the COVID-19 pandemic. Distance Education, 42(4), 494–519. DOI: 10.1080/01587919.2021.1986373
- Montanari, M. (2021). La scuola ai tempi del Coronavirus: esperienze, narrazioni, emozioni, riflessioni. Journal of Health Care Education in Practice, 3(May), 99–104.
- Panda, P. K., Gupta, J., Chowdhury, S. R., Kumar, R., Meena, A. K., Madaan, P., … & Gulati, S. (2021). Psychological and behavioral impact of lockdown and quarantine measures for COVID-19 pandemic on children, adolescents and caregivers: a systematic review and meta-analysis. Journal of tropical pediatrics, 67(1). DOI: 10.1093/tropej/fmaa122
- Pediconi, M. G., Brunori, M., & Romani, S. (2021). From the inside. How the feelings of the closeness and the remoteness from others changed during lockdown. Psychology Hub, 38(3), 27–36. DOI: 10.13133/2724-2943/17595
- Pelaez, M., & Novak, G. (2020). Returning to School: Separation Problems and Anxiety in the Age of Pandemics. Behavior Analysis in Practice, 13(3), 521–526. DOI: 10.1007/s40617-020-00467-2
- Pelikan, E. R., Lüftenegger, M., Holzer, J., Korlat, S., Spiel, C., & Schober, B. (2021). Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence. Zeitschrift Fur Erziehungswissenschaft, 24(2), 393–418. DOI: 10.1007/s11618-021-01002-x
- Pellegrini, M., & Maltinti, C. (2020). “School Never Stops”: Measures and Experience in Italian Schools during the COVID-19 Lockdown. Best Evidence of Chinese Education, 5(2), 649–663. DOI: 10.15354/bece.20.or021
- Petter, G. (1990). Problemi psicologici della preadolescenza e dell’adolescenza (Vol. 81). La Nuova Italia.
- Polikoff, M. S., Silver, D., Garland, M., Saavedra, A. R., Rapaport, A., & Fienberg, M. (2022). The Impact of a Messaging Intervention on Parents’ School Hesitancy During COVID-19. Educational Researcher, 51(2), 156–159. DOI: 10.3102/0013189X211070813
- Pozzoli, T., Gini, G., & Scrimin, S. (2022). Distance learning during the COVID-19 lockdown in Italy: The role of family, school, and individual factors. School Psychology, 37(2), 183–189. DOI: 10.1037/spq0000437
- Rothstein, R., & Olympia, R. P. (2020). School Nurses on the Front Lines of Healthcare: The Approach to Maintaining Student Health and Wellness During COVID-19 School Closures. NASN School Nurse, 35(5), 269–275. DOI: 10.1177/1942602X20935612
- Sabato, H., Abraham, Y., & Kogut, T. (2021). Too Lonely to Help: Early Adolescents’ Social Connections and Willingness to Help During COVID-19 Lockdown. Journal of Research on Adolescence, 31(3), 764–779. DOI: 10.1111/JORA.12655
- Sama, B. K., Kaur, P., Thind, P. S., Verma, M. K., Kaur, M., & Singh, D. D. (2021). Implications of COVID-19-induced nationwide lockdown on children’s behaviour in Punjab, India. Child: Care, Health and Development, 47(1), 128–135. DOI: 10.1111/cch.12816
- Sacks, J. M., & Levy, S. (1950).
The Sentence Completion Test . L. E. Abt & L. Bellak (Eds.), Projective psychology: Clinical approaches to the total personality, pp. 357–402. Alfred A. Knopf. DOI: 10.1037/11452-011 - Scarpellini, F., Segre, G., Cartabia, M., Zanetti, M., Campi, R., Clavenna, A., & Bonati, M. (2021). Distance learning in Italian primary and middle school children during the COVID-19 pandemic: a national survey. BMC Public Health, 21(1), 1035. DOI: 10.1186/s12889-021-11026-x
- Scott, S. R., Rivera, K. M., Rushing, E., Manczak, E. M., Rozek, C. S., & Doom, J. R. (2021). “I Hate This”: A Qualitative Analysis of Adolescents’ Self-Reported Challenges During the COVID-19 Pandemic. Journal of Adolescent Health, 68(2), 262–269. DOI: 10.1016/j.jadohealth.2020.11.010
- Segre, G., Campi, R., Scarpellini, F., Clavenna, A., Zanetti, M., Cartabia, M., & Bonati, M. (2021). Interviewing children: the impact of the COVID-19 quarantine on children’s perceived psychological distress and changes in routine. BMC Pediatrics, 21(1), 231. DOI: 10.1186/s12887-021-02704-1
- Senín-Calderón, C., Rodríguez-Testal, J. F., Perona-Garcelán, S., & Perpiñá, C. (2017). Body image and adolescence: A behavioral impairment model. Psychiatry Research, 248, 121–126. DOI: 10.1016/j.psychres.2016.12.003
- Slemp, G. R., Chin, T. C., Kern, M. L., Siokou, C., Loton, D., Oades, L. G., Vella-Brodrick, D., & Waters, L. (2017). Positive education in Australia: Practice, measurement, and future directions. Social and Emotional Learning in Australia and the Asia-Pacific: Perspectives, Programs and Approaches, 101–122. DOI: 10.1007/978-981-10-3394-0_6
- Steinberg, L. (2005). Cognitive and affective development in adolescence. Trends in Cognitive Sciences, 9(2), 69–74. DOI: 10.1016/j.tics.2004.12.005
- Toseeb, U., Asbury, K., Code, A., Fox, L., & Deniz, E. (2020). Supporting Families with Children with Special Educational Needs and Disabilities During COVID-19 [PsyArXiv]. In Department of Education, University of York. DOI: 10.31234/OSF.IO/TM69K
- Uitto, M., & Syrjälä, L. (2008). Body, Caring and Power in Teacher–Pupil Relationships: Encounters in former pupils’ memories. Scandinavian Journal of Educational Research, 52(4), 355–371. DOI: 10.1080/00313830802184517
- Vicari, S., & Pontillo, M. (2022). Gli adolescenti e il Covid-19: L’impatto della pandemia sul benessere mentale dei ragazzi. Edizioni LSWR.
- Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., Mytton, O., Bonell, C., & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet Child & Adolescent Health, 4(5), 397–404. DOI: 10.1016/S2352-4642(20)30095-X
- Waters, L., Allen, K. A., & Arslan, G. (2021). Stress-Related Growth in Adolescents Returning to School After COVID-19 School Closure. Frontiers in Psychology, 12, 1599. DOI: 10.3389/FPSYG.2021.643443/BIBTEX
- Waters, L., Sun, J., Rusk, R., Cotton, A., & Arch, A. (2017).
Positive Education . In M. Slade, L. Oades, & A. Jarden (Eds.), Wellbeing, Recovery and Mental Health (pp. 245–264). Cambridge University Press. DOI: 10.1017/9781316339275 - Welch, D. (2016).
Social practices and behaviour change . In Beyond behaviour change (pp. 237–256). Bristol University Press. DOI: 10.2307/j.ctt1t89fcp.19 - Wentzel, K. R. (2009). Students’ relationships with teachers as motivational contexts. Handbook of Motivation at School, 301–322.
https://psycnet.apa.org/record/2009-24219-015 - Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2021). High school students’ experience of online learning during Covid-19: the influence of technology and pedagogy. Technology, Pedagogy and Education, 30(1), 59–73. DOI: 10.1080/1475939X.2020.1854337
- Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The Multidimensional Scale of Perceived Social Support. Journal of Personality Assessment, 52(1), 30–41. DOI: 10.1207/s15327752jpa5201_2
DOI: https://doi.org/10.5334/cie.71 | Journal eISSN: 2631-9179
Language: English
Submitted on: Jan 17, 2023
Accepted on: May 6, 2023
Published on: Sep 15, 2023
Published by: Ubiquity Press
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year
Keywords:
© 2023 Maria Gabriella Pediconi, Michela Brunori, Savino Romani, published by Ubiquity Press
This work is licensed under the Creative Commons Attribution 4.0 License.