Factors influencing attitudes toward distance education in a sample of students learning in a disadvantaged area

Abstract

Investigating disadvantaged children is a priority area concerning education and health. However, little attention has been paid to pandemic-specific research in recent years. In the present study, we aim to explore the attitudes toward distance education in a sample (N = 305) of 7–8th grade students studying in disadvantaged settlements concerning the first wave of the coronavirus pandemic. Attitudes towards distance education were measured using a 16-item tool. Factor analysis was applied to detect the factors of attitudes towards distance education. Variables influencing these factors were measured by linear regression analysis including well-being, perceived stress and support, academic achievement, and sociodemographic background. The results indicate that four factors (learning difficulties, poor health, time saving and safety, and distance learning preference) can be distinguished. The effects of gender, type of settlement, deprivation and objective financial status is significant regarding distance learning preference and perceptions of poor health. Regarding health indicators, a protective role of support from teachers and a hindering role of stress indicators were found. The role academic performance was insignificant. Overall, the factors influencing attitudes towards distance education partly follow the trends of the factors influencing perceptions of traditional education. However, it is necessary to stress the crisis nature of the pandemic.