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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

Elke Baten (UGent) , Fieke Vlaeminck (UGent) , Marjolein Mués (UGent) , Martin Valcke (UGent) , Annemie Desoete (UGent) and Petra Warreyn (UGent)
(2023) JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS. 53(4). p.1642-1672
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Abstract
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.
Keywords
Developmental and Educational Psychology, Developmental disorders, Remote learning, Opportunity-Propensity Model, COVID-19, School closures, SELF-DETERMINATION THEORY, ATTENTION-DEFICIT/HYPER, ACTIVITY-DISORDER, OPPORTUNITY-PROPENSITY FRAMEWORK, AUTISM SPECTRUM DISORDERS, ACADEMIC-PERFORMANCE, PARENTAL INVOLVEMENT, READING MOTIVATION, MIDDLE SCHOOL, STUDENTS, ADOLESCENTS

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Citation

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MLA
Baten, Elke, et al. “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.” JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS, vol. 53, no. 4, 2023, pp. 1642–72, doi:10.1007/s10803-021-05383-0.
APA
Baten, E., Vlaeminck, F., Mués, M., Valcke, M., Desoete, A., & Warreyn, P. (2023). 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. JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS, 53(4), 1642–1672. https://doi.org/10.1007/s10803-021-05383-0
Chicago author-date
Baten, Elke, Fieke Vlaeminck, Marjolein Mués, Martin Valcke, Annemie Desoete, and Petra Warreyn. 2023. “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.” JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 53 (4): 1642–72. https://doi.org/10.1007/s10803-021-05383-0.
Chicago author-date (all authors)
Baten, Elke, Fieke Vlaeminck, Marjolein Mués, Martin Valcke, Annemie Desoete, and Petra Warreyn. 2023. “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.” JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 53 (4): 1642–1672. doi:10.1007/s10803-021-05383-0.
Vancouver
1.
Baten E, Vlaeminck F, Mués M, Valcke M, Desoete A, Warreyn P. 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. JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS. 2023;53(4):1642–72.
IEEE
[1]
E. Baten, F. Vlaeminck, M. Mués, M. Valcke, A. Desoete, and P. Warreyn, “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,” JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS, vol. 53, no. 4, pp. 1642–1672, 2023.
@article{8734767,
  abstract     = {{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.}},
  author       = {{Baten, Elke and Vlaeminck, Fieke and Mués, Marjolein and Valcke, Martin and Desoete, Annemie and Warreyn, Petra}},
  issn         = {{0162-3257}},
  journal      = {{JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS}},
  keywords     = {{Developmental and Educational Psychology,Developmental disorders,Remote learning,Opportunity-Propensity Model,COVID-19,School closures,SELF-DETERMINATION THEORY,ATTENTION-DEFICIT/HYPER,ACTIVITY-DISORDER,OPPORTUNITY-PROPENSITY FRAMEWORK,AUTISM SPECTRUM DISORDERS,ACADEMIC-PERFORMANCE,PARENTAL INVOLVEMENT,READING MOTIVATION,MIDDLE SCHOOL,STUDENTS,ADOLESCENTS}},
  language     = {{eng}},
  number       = {{4}},
  pages        = {{1642--1672}},
  title        = {{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}},
  url          = {{http://doi.org/10.1007/s10803-021-05383-0}},
  volume       = {{53}},
  year         = {{2023}},
}
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