Citation

Yürekli H, Yiğit E, Bulut O, Lu M, Öz E. Int. J. Environ. Res. Public Health 2022; 19(18): e11267.

Copyright

(Copyright © 2022, MDPI: Multidisciplinary Digital Publishing Institute)

DOI

10.3390/ijerph191811267

PMID

36141541

Abstract

COVID-19-related school closures caused unprecedented and prolonged disruption to daily life, education, and social and physical activities. This disruption in the life course affected the well-being of students from different age groups. This study proposed analyzing student well-being and determining the most influential factors that affected student well-being during the COVID-19 pandemic. With this aim, we adopted a cross-sectional study designed to analyze the student data from the Responses to Educational Disruption Survey (REDS) collected between December 2020 and July 2021 from a large sample of grade 8 or equivalent students from eight countries (n = 20,720), including Burkina Faso, Denmark, Ethiopia, Kenya, the Russian Federation, Slovenia, the United Arab Emirates, and Uzbekistan. We first estimated a well-being IRT score for each student in the REDS student database. Then, we used 10 data-mining approaches to determine the most influential factors that affected the well-being of students during the COVID-19 outbreak. Overall, 178 factors were analyzed. The results indicated that the most influential factors on student well-being were multifarious. The most influential variables on student well-being were students' worries about contracting COVID-19 at school, their learning progress during the COVID-19 disruption, their motivation to learn when school reopened, and their excitement to reunite with friends after the COVID-19 disruption.

Language: en

Keywords

data mining; COVID-19; educational disruption; school closures; student well-being