Schooling, Interrupted: A Critical Account of Motivation and Education during the First Wave of the COVID-19 Pandemic in Quebec

Autor/inn/en	Thompson, Jennifer A.; Fraser, Sarah L.; Archambault, Isabelle; Beauregard, Nancy; Dupéré, Véronique; Frohlich, Katherine L.
Titel	Schooling, Interrupted: A Critical Account of Motivation and Education during the First Wave of the COVID-19 Pandemic in Quebec
Quelle	In: Journal of Teaching and Learning, 15 (2021) 2, S.60-80 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-1154
Schlagwörter	Student Motivation; Secondary School Students; Adolescents; COVID-19; Pandemics; Well Being; Equal Education; Public Schools; Private Schools; Distance Education; School Closing; Electronic Learning; Educational Environment; Personal Autonomy; Psychological Needs; Video Technology; Photography; Foreign Countries; Canada (Montreal) + Suchen Sie Ihr Suchwort? Schulische Motivation; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Well-being; Wellness; Wohlbefinden; Public school; Öffentliche Schule; Private school; Privatschule; Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Lernumgebung; Pädagogische Umwelt; Schulumwelt; Individuelle Autonomie; Fotografie; Ausland
Abstract	Among the concerns about youth wellbeing during the COVID-19 pandemic, one well-documented impact is youth motivation, particularly in relation to schooling. Yet many questions remain: "How" are youth experiencing motivation? What factors affect their motivation? How are youth differentially experiencing motivation? This article addresses young people's experiences of motivation during the first wave of the pandemic as explored through participatory visual research. In Spring 2020, the Quebec private and public secondary school systems responded very differently to school closures. Private schools pivoted to distance learning within about two weeks, whereas public schools took almost two months to provide formal instruction. Bringing youth's accounts of motivation into conversation with youth's concerns about the inequities across the private and public school systems offers a rich opportunity to revisit Self-Determination Theory as an established theory of motivation. Youth's analyses urge us to revisit the conceptualization of "structure" within this theory and how structure might offer a junction for accounting for more macrostructural inequalities within motivation research. (As Provided).
Anmerkungen	Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01