STUDENTS VIEWS ON THE ISSUES OF LOCKDOWN AND DEGREE OF CONCERN IN THE CONTEXT OF THE COVID-19 PANDEMIC
Öz
The present study, which is part of a broader research, explores students' views on lockdown issues and their degree of concern during the COVID-19 pandemic. An electronic questionnaire was used for the implementation of the research as a means of data collection, due to the period of the research in the midst of a pandemic. The research was conducted in Greece, in Rhodes, during the period between January and March, 2021. The reference population of the research was the approximately 200 first year students of the Department of Preschool Education and Educational Planning of the University of the Aegean in Greece. 142 female students of them completed the questionnaire.
The results of the research indicate differences in the views of students between those who exhibit a high degree of concern about Covid -19 and those with a low degree of concern. Regarding the way they are informed, it seems that internet, television, family and friends are preferred by both groups. Students with a low level of concern about Covid-19 seem to be more indifferent than students with a high level of concern who seem to be more afraid, to comply more with the suggested precautions and state that they have "unfolded" some talent during the lockdown period. In general, they are supported by family and their circle of friends, they demonstrate some empathy, they seek security by challenging the general climate of ideology or government services that are malfunctioning. Obviously, the issue of Covid-19, lockdown and digital communication is worth exploring further in relation to the Greek data and the new generation.
Anahtar Kelimeler
Destekleyen Kurum
University of the Aegean, Greece
Kaynakça
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- Tasis, Th. (2017). Policies of Bios II: Self-care in iconic society. Athens: Harmos (in Greek)
- Twenge, J.M. (2006). Generation Me: Why Today’s Young Americans are more confident, assertive, entitled-and more miserable than before. Atria Paperback.
- Twenge, J.M. (2017). iGen: Why today’s super-connected kids are growing up less rebellious, more tolerant, less happy-and completely unprepared for adulthood. Atria Books.
- Xanthacou, Y. (2011). Creativity and innovation in school and society. Athens: Diadrassi (in Greek)
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Öz
Kaynakça
- Akbulut, M., Sahin, U. & Esen, A-C. (2020). More than a virus: How COVID 19 infected education in Turkey? Journal of Social Science Education, Vol 19, pp 30-42.
- Alghamdi, A. (2021). Impact of the COVID-19 pandemic on the social and educational aspects of Saudi university students’ lives. PLoS ONE 16(4): e0250026. https://doi.org/10.1371/journal.pone.0250026
- Chaturvedi, K., Vishwakarma, D. & Singh, N. (2021). COVID-19 and its impact on education, social life and mental health of students: A survey, Children and Youth Services Review, Elsevier, vol. 121(C). Available from: https://ideas.repec.org/a/eee/cysrev/v121y2021ics019074092032288x.html
- Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crises. Journal of Educational Technology, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
- Higgs, J. (2019). The future starts here: Adventures in the Twenty-First century. London: Weidenfeld & Nicolson.
- Josephs, I.E., & Valsiner, J. (2007). Developmental science meets culture: Cultural development psychology in the making. European Journal of Developmental Science, 1(4), 47-64.
- Martin, M., & Furiv, U. (2020). Covid-19 shows the need to make learning more flexible, University World News, 28-2-2020. Available from: https://www.universityworldnews.com/post.php?story=20200324115802272
- Nikolaou, E. Papavasileiou, V., Andreadakis, N., Xanthis, A., Xanthacou, Y., & Kaila, M. (2021). Promoting psychological resilience: preschool teachers’ perspectives. International E-Journal of Advances in Social Sciences, 7 (19), 111-119
- Saladino, V., Algeri, D. & Auriemma, V. (2020) The Psychological and Social Impact of Covid-19: New Perspectives of Well-Being. Front. Psychol. 11:577684. doi: 10.3389/fpsyg.2020.577684
- Tasis, Th. (2017). Policies of Bios II: Self-care in iconic society. Athens: Harmos (in Greek)
- Twenge, J.M. (2006). Generation Me: Why Today’s Young Americans are more confident, assertive, entitled-and more miserable than before. Atria Paperback.
- Twenge, J.M. (2017). iGen: Why today’s super-connected kids are growing up less rebellious, more tolerant, less happy-and completely unprepared for adulthood. Atria Books.
- Xanthacou, Y. (2011). Creativity and innovation in school and society. Athens: Diadrassi (in Greek)
- Xanthacou, Y. & Kaila, M. (2011). Creative Problem Solving. New York: Nova Science Publishers, inc
- Xanthacou, Y., Kaila, M. & Papavasileiou, V. (2018). “Imagination dead imagine” because you can trap birds with birdlime, but you cannot capture their song”. New York: Nova Science Publishers.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Alan Eğitimleri |
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 31 Aralık 2021 |
| Gönderilme Tarihi | 2 Kasım 2021 |
| Yayımlandığı Sayı | Yıl 2021Cilt: 7 Sayı: 21 |
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