Student learning success and wellbeing during Covid-19: Predictors and relationship
Resource type
Conference Paper not in Proceedings
Status
Presented
Recommended form of citation (APA)
Brauchle, J., & Unger, V. (2025, August 25-29). Student learning success and wellbeing during Covid-19: Predictors and relationship [Conference Presentation] EARLI Bianually Conference 2025, Graz, Austria.
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All rights reserved
Proforis OA-status
metadata only (bibliographisch)
Topic PHSG
Individuelle Förderung und Differenzierung
Fields of Science and Technology (OECD)
Education, general (including training, pedagogy, didactics)
Abstract
The Covid-19 pandemic and associated school closures significantly disrupted students’ lives, leading to a decline in both (1) learning success and (2) well-being. The present study used a multi-stage mixed-methodological approach to investigate factors influencing student well-being and learning success and, as a result, the relationship between these two factors (1 & 2) during the pandemic. In semi-structured interviews with N = 24 Swiss teachers, responses indicated, that similar predictors, such as self-regulation and conscientiousness contributed to successful student learning on the one hand as well as to maintaining student well-being on the other during Covid-19. The teachers also considered a relationship between students’ learning success and their well-being. This relationship considered in the first step, was tested and validated using canonical correlation analysis on data from N = 1233 German and Swiss students. This revealed a positive correlation of r = 0.379, p ≤ .05 between student learning success and well-being. The results of the study indicate that during the Covid-19 pandemic, students who experienced declines in learning success were also more likely to experience reduced well-being, and vice versa. Students with low self-regulation and conscientiousness were particularly at risk of this. By taking into account the identified predictors, the present study can help to identify students who are particularly affected by the containment measures, in order to give them special consideration in future comparable situations. The correlations indicate that both constructs (1 & 2) need to be focused on in distance learning.
| Name of the event | Conference Host | Place of the event | Start date of the event | End date of the event |
EARLI Bianually Conference | EARLI | Graz, Austria | August 25, 2025 | August 29, 2025 |
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metadata only (bibliographisch)
License Condition
All rights reserved
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