Adolescents' academic self-efficacy and emotions during the COVID-19 pandemic: A latent profile analysis of family and school risk factors.

The study sought to identify family conditions and school actions associated with academic self-efficacy and emotional well-being of adolescents during the COVID-19 pandemic in Chile. School closures are likely to have affected students' sense of academic efficacy and emotional well-being by removing support factors such as teacher and peer support for both academic and social tasks. At the same time, family stressors caused by the pandemic are also likely to have affected children. Data were collected by a Chilean school district about the family conditions and well-being of 5th-12th-grade students (N = 1,941) during lockdown. Exploratory factor analysis and latent profile analysis were applied to parents' and students' reports about family processes and material conditions. Family profiles and school responses to lockdown were used to predict students' academic self-efficacy and emotions. Family profiles were mainly differentiated by parenting processes, material conditions, and parenting stress. Regression analyses showed that the family profile predicted students' negative emotions and low self-efficacy. Specifically, children of families with higher scores in all dimensions were less at risk of reporting low academic self-efficacy and negative emotions, but the two average profiles-with high and low stress-were not different in this regard. Student gender and age were predictors of negative emotions but not self-efficacy. In contrast to family factors, school actions during the pandemic did not predict academic self-efficacy and well-being. Results suggest that family processes continue to be relevant beyond early infancy. Implications for the targeting of policies to support parenting are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Negative emotional experiences during school closure by COVID-19 in a sample of students in Chile

Background: In 2019, schools closed face-to-face as a containment measure in the face of the COVID-19 pandemic, which implied a change in the traditional processes of education and socialization among adolescents. Objective: identify negative emotional experiences in students from three vulnerable communes of the Metropolitan Region of Chile during this period. Methods: 3,570 students between 10 and 18 years of age from 50 public educational establishments completed an evaluation instrument of socioemotional conditions through an online platform. The average age was 12.65 (D.S = 1.90) and 52.5% identified with the male gender. Data were analyzed through the chi2 test and Latent Class Analysis. Results: the most experienced emotions were loneliness and fear, the least frequent was boredom. Four types of negative emotional experiences were found: (1) the experience of loneliness (7%);(2) the combined experience of worry, fear, and loneliness (35.4%);(3) the generalized experience of negative emotions (9.6%) and (4) the experience low frequency of negative emotions (48.1%). Conclusions: Students present four types of emotional experiences, three of which, could alert them of a possible mental health problem. These data should be considered when planning the short and long-term health response. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Spanish) Antecedentes: En el ano 2019, las escuelas cerraron de forma presencial como medida de contencion ante la pandemia del COVID-19, lo que implico un cambio en los procesos tradicionales de educacion y socializacion entre los adolescentes. Objetivo: Identificar experiencias emocionales negativas en estudiantes de tres comunas vulnerables de Region Metropolitana de Chile durante este periodo. Metodo: 3.570 estudiantes de 10 a 18 anos pertenecientes a 50 establecimientos educacionales publicos completaron un instrumento online de evaluacion de condiciones socioemocionales. El promedio de edad fue de 12,65 (D.E = 1,90) y el 52,5% se identifico con el genero masculino. Se analizaron los datos a traves de la prueba chi2 y Analisis de Clases Latentes. Resultados: Las emociones mas experimentadas fueron la soledad y el miedo. La menos frecuente fue el aburrimiento. Se encontraron cuatro tipos de experiencias emocionales: (1) la experiencia de soledad (7%);(2) la experiencia combinada de preocupacion, miedo y soledad (35,4%);(3) la experiencia generalizada de emociones negativas (9,6%) y (4) la experiencia de baja emocionalidad negativa (48,1%). Conclusiones: Los estudiantes presentan cuatro tipos de experiencias emocionales, tres de las cuales podrian alertar de un posible problema de salud mental. Estos datos deben tenerse en cuenta al planificar la respuesta sanitaria a corto y largo plazo. (PsycInfo Database Record (c) 2022 APA, all rights reserved)