Unmasking Student Dynamics: the Impact of COVID-19 on Social-Emotional Development and Learning Engagement1
Sang Hoon Bae*, Meoung Gun Jo**, Song Ie Han***
IJREE – International Journal for Research on Extended Education, Issue 2-2023, pp. 46-71
Abstract: This study aimed to examine the impact of COVID-19 on the pattern of socialemotional development and learning engagement of Korean students. It employs latent profile analysis to categorize middle and high school students based on their social-emotional development (action-orientation, optimism, perseverance, relationship with adults) and learning engagement (cooperative learning, and self-directed learning). The analysis, conducted during the fall semester of 2019 and the spring semester of 2020 amid COVID-19 school closures, explores nuanced patterns and effects. The findings reveal distinct student groups with discernible differences across all factors both before and during school closure. Notably, the research suggests that early social-emotional development may influence subsequent developmental stages and that a student’s social-emotional skills correlate with cooperative and self-directed learning. Furthermore, the study highlights the pandemic’s varied impact on student groups, indicating that those with advanced social-emotional competencies and established learning practices were resilient to school closures. In contrast, ’average’ students faced challenges in cooperative and active learning during lockdown. The study underscores the need for targeted educational measures, particularly for at-risk students, and suggests proactive preparation for future pandemics.
Keywords: COVID-19, social-emotional development, learning engagement, LPA
Introduction
In the dynamic landscape of education, children’s growth and development are intricately woven into their interactions with diverse social agents, encompassing teachers, peers, and family members (Dewey, 1938). The quality and nature of these intellectual exchanges, whether within the structured confines of the educational institution or in the broader societal context, wield considerable influence over students’ academic achievements and socioemotional development. In this context, public schools actively foster diverse interactions to mitigate dropouts and enhance learning outcomes, employing strategies like learning community activities, cooperative learning, mentoring programs, and extracurricular pursuits. Notably, enriched engagements with parents and siblings at home also play a pivotal role in shaping the trajectory of a child’s growth.
The landscape of education, however, underwent a seismic shift with the advent of the COVID-19 pandemic, which profoundly affected students’ classroom activities and daily lives in the Korean context over the 2019-2020 period. The imposition of lockdowns, a consequence of social distancing policies, forced most Korean schools to close their doors, compelling students into a realm of online remote learning. This isolated them from the conventional school environment, disrupting the accustomed academic and social interactions. In this unprecedented context, it is reasonable to hypothesize that the dynamics of interpersonal interactions, whether for learning, socializing, or recreational activities, underwent significant transformations. Students may have experienced a sense of disconnection, lacking the stimuli and experiences essential for their holistic growth and development. More importantly, the lockdown might have engendered a discriminatory impact, with variations in the socioeconomic status of parents, family’s social and cultural capital, and engagement in social network services (SNS) potentially differentially affecting students and, consequently, influencing their learning and social-emotional development.
The purpose of this study is to categorize students based on the degree and pattern of their social-emotional development and learning engagement. It particularly seeks to unravel the changes between two distinct periods—the fall semester of 2019, preceding the COVID-19 outbreak, and the spring semester of 2020, marked by school closures and restricted academic and social interactions. The observed variables for social-emotional development encompass activity orientation, perseverance, optimism, and relationships with adults. Concurrently, students’ learning engagement patterns are examined through the lenses of cooperative learning and self-directed learning.
The onset of the pandemic precipitated alterations in the landscape of academic activities, ushering in new teaching-learning paradigms (Bae & Hwang, 2020). As schools transitioned to remote learning, students found themselves navigating predominantly pre-recorded and real-time interactive classes, markedly distinct from traditional face-to-face instruction (Bae & Cho, 2021). The learning environment, mediated by learning management systems, witnessed a shift in the modality of class management, student discussions, and teacher-student interactions. Extended education including extracurricular activities, sports, and leisure activities dwindled, limiting socio-emotional exchanges among students. Furthermore, exposure to negative news and the prolonged isolation imposed by the lockdown heightened the risk of psychological distress among students, accentuating the impact on their social and emotional development.
The significance of the study lies in its nuanced exploration of how students’ socioemotional development and learning experiences evolve amidst a lockdown situation and an online-based remote learning environment. As the specter of future pandemics looms, understanding the repercussions of COVID-19 on students becomes imperative to preemptively devise educational measures. This study not only sheds light on the adaptive strategies employed by students in online learning environments but also identifies groups that may require tailored educational support amidst the challenges posed by social distancing and school closures. In offering academic and practical implications, this study equips educational authorities with insights to navigate the unpredictable terrain of future crises, safeguarding students’ growth, and fortifying the quality of education. The results of the study will contribute to providing information that can be used for educators and policymakers to identify students who need special educational measurements and develop tailored educational practices and policies in a pandemic situation that may come again in the future.
Review of the related literature
Social-emotional development
The swift progression of social-emotional development (SED) in the lives of children and youth is a pivotal aspect that can intricately shape their future trajectories. Recognizing the profound impact of this development, especially in the context of subsequent life outcomes, underscores the paramount importance of understanding and fostering the social and emotional growth of the youth.
Developmental perspectives necessitate an appreciation for the critical windows of time during which children and youth are particularly responsive to essential skills, including collaboration, self-regulation, and perseverance. This developmental process extends beyond the confines of traditional school-based curricula. It involves a holistic approach, seamlessly integrating social-emotional learning with developmentally appropriate timing to facilitate optimal youth thriving. In the scholarly domain, these social and emotional developmental experiences are often referred to as psychosocial areas, encapsulating changes in emotion, personality, identity, and interpersonal relationships (Seifert, Hoffnung, & Hoffnung, 2000).
Understanding the dimensions of each young student’s social-emotional development (SED) becomes a crucial imperative for educators. This understanding enables educators to discern the evolving needs and strengths of young learners, offering insights into how these facets change over time. As a testament to the increasing recognition of the significance of SED, the PEAR Institute at Harvard University introduced the Clover Model. This model serves as a comprehensive framework elucidating the intricate interplay of physical, cognitive, and social development in shaping how young individuals learn, think, and form connections with their peers. The Clover Model stands on a solid foundation of research, emphasizing four indispensable elements—Active Engagement, Assertiveness, Belonging, and Reflection— that are integral to thriving across various stages of human development (Malti & Noam, 2009).
• Active Engagement: Active Engagement, at its core, is the innate desire to actively and physically connect with the world using one’s body. This inclination is particularly pronounced in early childhood, where the specialized focus on active engagement and physical activity commences at birth and persists until approximately age 5.
• Assertiveness: The dimension of Assertiveness signifies the development of self-efficacy, the capacity to express one’s inner voice. This facet gains prominence during the formative years of middle school, spanning from age 6 to 10. It underscores the significance of providing young individuals with opportunities to make decisions independently, fostering dominance and autonomy in their relationships.
• Belonging: Belonging, an essential component, denotes the child’s yearning to establish connections with peers and adults in their immediate surroundings. This desire for group acceptance and identity is particularly pivotal in early adolescence, ranging from age 11 to 16.
• Reflection: Reflection, in the context of social-emotional development, represents the inclination for self-reflection and identity exploration. This dimension involves making sense of one’s own identity, experiences, emotions, and thoughts. Late adolescence, from age 16 and beyond, becomes the specialized phase for Reflection, where youth actively strive to find meaningful insights inwardly, enhancing their ability for self-awareness and gaining profound insights.
1 This work was supported by the National Research Foundation of Korea(NRF) grant funded by the Korean government. (NRF-2022S1A5C2A03090888)
* Sungkyunkwan University
** Hoseo University
*** Corresponding Author: Semyung University, hsiedu.3@gmail.com
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