TY - JOUR

T1 - Coping with distance learning during COVID-19 and its impact on students' emotional experiences

T2 - Differences between students with and without special education needs

AU - Pozas, Marcela

AU - Letzel-Alt, Verena

N1 - Publisher Copyright: © 2023 The Authors. Journal of Research in Special Educational Needs published by John Wiley & Sons Ltd on behalf of National Association for Special Educational Needs.

PY - 2023/10

Y1 - 2023/10

N2 - Given the almost 2-year COVID-19 school-related closure in Mexico, children and adolescents have experienced a negative impact not only on their learning, but as well as on their mental health and well-being. Although international research has shown that distant learning as a response to the COVID-19 school-related closures has severely affected students with special education needs, there is still a lack of studies conducted in Mexico. Thus, this study attempts to tackle this gap by exploring how Mexican students with and without special education needs coped with distance learning as well as its impact on their emotional experiences. A total of 293 Mexican lower secondary students participated in the study. Independent sample t-tests indicated that, in comparison with students without special needs, students with special needs coped significantly worse during distance learning as well as had higher levels of negative activation. Additionally, multiple linear regression analyses revealed that students' self-efficacy functioned as an important coping mechanism. Implications of the results, as well as further lines of research are discussed.

AB - Given the almost 2-year COVID-19 school-related closure in Mexico, children and adolescents have experienced a negative impact not only on their learning, but as well as on their mental health and well-being. Although international research has shown that distant learning as a response to the COVID-19 school-related closures has severely affected students with special education needs, there is still a lack of studies conducted in Mexico. Thus, this study attempts to tackle this gap by exploring how Mexican students with and without special education needs coped with distance learning as well as its impact on their emotional experiences. A total of 293 Mexican lower secondary students participated in the study. Independent sample t-tests indicated that, in comparison with students without special needs, students with special needs coped significantly worse during distance learning as well as had higher levels of negative activation. Additionally, multiple linear regression analyses revealed that students' self-efficacy functioned as an important coping mechanism. Implications of the results, as well as further lines of research are discussed.

KW - COVID-19

KW - distance learning

KW - general self-efficacy

KW - positive and negative activation

KW - special education needs

UR - http://www.scopus.com/inward/record.url?scp=85161655368&partnerID=8YFLogxK

U2 - 10.1111/1471-3802.12605

DO - 10.1111/1471-3802.12605

M3 - Journal articles

AN - SCOPUS:85161655368

VL - 23

SP - 354

EP - 364

JO - Journal of Research in Special Educational Needs

JF - Journal of Research in Special Educational Needs

SN - 1471-3802

IS - 4

ER -