西班牙儿童和青少年在 COVID-19 封锁期间感受到的支持

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2024-01-10 DOI:10.1177/00131245231224761

Carme Trull-Oliva, Judit Fullana Noell, M. Pallisera, Anna Planas-Lladó

{"title":"西班牙儿童和青少年在 COVID-19 封锁期间感受到的支持","authors":"Carme Trull-Oliva, Judit Fullana Noell, M. Pallisera, Anna Planas-Lladó","doi":"10.1177/00131245231224761","DOIUrl":null,"url":null,"abstract":"This article forms part of research into the role of support offered to children and youth by different community agents during the pandemic. In order to carry out the research, an online questionnaire was designed and administered between October 2021 and January 2022, to which 1,216 people in Catalonia (Spain) aged between 9 and 18 years responded. This article presents the results of the analysis of the open questions, in which participants specified the type of support and help they had received. The results show that the support offered by schools mainly focused on the continuity of the learning process; that the family was a main source of emotional support; and that communal leisure activities contributed to health and recreation. It concludes underlining the importance of the community, and the need to strengthen the complementarity of the various surroundings as support providers when situations of generalized adversity arise.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Support Perceived by Children and Youth During the COVID-19 Lockdown in Spain\",\"authors\":\"Carme Trull-Oliva, Judit Fullana Noell, M. Pallisera, Anna Planas-Lladó\",\"doi\":\"10.1177/00131245231224761\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article forms part of research into the role of support offered to children and youth by different community agents during the pandemic. In order to carry out the research, an online questionnaire was designed and administered between October 2021 and January 2022, to which 1,216 people in Catalonia (Spain) aged between 9 and 18 years responded. This article presents the results of the analysis of the open questions, in which participants specified the type of support and help they had received. The results show that the support offered by schools mainly focused on the continuity of the learning process; that the family was a main source of emotional support; and that communal leisure activities contributed to health and recreation. It concludes underlining the importance of the community, and the need to strengthen the complementarity of the various surroundings as support providers when situations of generalized adversity arise.\",\"PeriodicalId\":47248,\"journal\":{\"name\":\"Education and Urban Society\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.8000,\"publicationDate\":\"2024-01-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Education and Urban Society\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/00131245231224761\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Urban Society","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/00131245231224761","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

本文是关于大流行病期间不同社区机构为儿童和青少年提供支持的作用研究的一部分。为了开展这项研究，我们设计了一份在线问卷，并在 2021 年 10 月至 2022 年 1 月期间进行了发放，加泰罗尼亚（西班牙）1216 名年龄在 9 至 18 岁之间的人参与了问卷调查。本文介绍了对开放式问题的分析结果，在这些问题中，参与者具体说明了他们所获得的支持和帮助的类型。结果显示，学校提供的支持主要集中在学习过程的连续性上；家庭是情感支持的主要来源；社区休闲活动有助于健康和娱乐。最后，报告强调了社区的重要性，以及在出现普遍逆境时，有必要加强各种环境作为支助提供者的互补性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Support Perceived by Children and Youth During the COVID-19 Lockdown in Spain

This article forms part of research into the role of support offered to children and youth by different community agents during the pandemic. In order to carry out the research, an online questionnaire was designed and administered between October 2021 and January 2022, to which 1,216 people in Catalonia (Spain) aged between 9 and 18 years responded. This article presents the results of the analysis of the open questions, in which participants specified the type of support and help they had received. The results show that the support offered by schools mainly focused on the continuity of the learning process; that the family was a main source of emotional support; and that communal leisure activities contributed to health and recreation. It concludes underlining the importance of the community, and the need to strengthen the complementarity of the various surroundings as support providers when situations of generalized adversity arise.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.