Table 3.
Regression models explaining coping with self-regulated distance learning.
| Model 1 | Model 2 | Model 3 | ||||
|---|---|---|---|---|---|---|
| β (SE) | t | β (SE) | t | β (SE) | t | |
| 1. Family and child characteristics | ||||||
| Parental educationa – level 2 (vocational training) | −0.06 (0.11) | −0.50 | −0.03 (0.10) | −0.34 | −0.14 (0.10) | −1.39 |
| Parental educationa – level 3 (school leaving exam K12/13) | −0.10 (0.11) | −0.90 | −0.11 (0.10) | −1.17 | −0.15 (0.10) | −1.49 |
| Parental educationa – level 4 (university degree) | −0.06 (0.10) | −0.61 | 0.00 (0.08) | −0.05 | −0.09 (0.07) | −1.25 |
| First language (German) | 0.19 (0.07) | 2.64** | 0.14 (0.06) | 2.46* | 0.13 (0.05) | 2.54* |
| Gender (female) | 0.28 (0.08) | 3.69*** | 0.07 (0.08) | 0.93 | 0.04 (0.07) | 0.52 |
| 2. School performance prior to lockdown | ||||||
| Academic achievement | 0.38 (0.07) | 5.70*** | 0.22 (0.07) | 3.72** | ||
| Learning motivation | 0.26 (0.08) | 3.18** | 0.22 (0.08) | 2.72** | ||
| 3. Support at home and from school during lockdown | ||||||
| Perceived support and understanding by parents | 0.22 (0.07) | 3.20** | ||||
| Teacher accessibility | 0.29 (0.07) | 3.80*** | ||||
| F (df) | 18.39 (5) | 66.96 (7) | 94.64 (9) | |||
| R2 (adjusted) | 8.2%* | 32.0%*** | 42.3%*** | |||
| N | 155 | 155 | 155 | |||
Regression analyses conducted using MPlus, bootstrap=10,000; dependent variable coping with self-regulated distance learning in times of COVID-19.
a
Reference category: level 1 – compulsory education on ISCED-level 2 only.
*
p<0.05;
**
p<0.01;
***
p<0.001.