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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1296333
This article is part of the Research Topic How to Enhance Learning Efficiency When Online Learning is Popular and Indispensable: Theory, Research and Practice View all 22 articles

Differential Socioemotional and Educational Profiles in Early Childhood and Primary Education Students in a Lockdown Situation

Provisionally accepted
Noemí Serrano-Díaz Noemí Serrano-Díaz 1Estíbaliz Aragón-Mendizabal Estíbaliz Aragón-Mendizabal 1*Rosario Mérida-Serrano Rosario Mérida-Serrano 2
  • 1 University of Cádiz, Cádiz, Spain
  • 2 University of Cordoba, Córdoba, Spain

The final, formatted version of the article will be published soon.

    Recent lockdown situations have highlighted social relationship deprivation of schoolchildren and the need to develop the teaching-learning process in informal contexts. The aim of this study was to analyse differential socioemotional and educational profiles in Early Childhood and Primary Education students using variables relating to academic performance during the COVID-19 pandemic. Correlational, descriptive, and inferential statistical analyses were performed that yielded differential explanatory models depending on the stage of education. The results reveal statistically significant differences in all the variables except for family-school relationship. In the linear regression models, the most statistically significant variable for school performance in both stages was family-school relationship. However, differences were found between both profiles: emotional impact for Early Childhood Education students and social impact for Primary Education students. Lastly, leisure activities at home were included as an explanatory variable only in the Primary Education regression model. The final conclusions highlight the need to attend to the evolutionary characteristics of students in each stage to improve school performance in similar lockdown situations.

    Keywords: child development1, informal learning2, family3, Socialisation4, lockdown5

    Received: 18 Sep 2023; Accepted: 16 Apr 2024.

    Copyright: © 2024 Serrano-Díaz, Aragón-Mendizabal and Mérida-Serrano. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Estíbaliz Aragón-Mendizabal, University of Cádiz, Cádiz, 11002, Spain

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