Factors influencing attitudes toward distance education on a sample of primary school students living in disadvantaged regions

Abstract

The investigation of disadvantaged children is a priority area concerning both education and health. The more negative attitudes towards learning, lower academic achievement and more negative manifestations of non-academic achievement indicators such as health and sport among disadvantaged young people have been highlighted in several studies. However, little attention has been paid to pandemic-specific investigations of the recent years. Although research has been conducted on the impact of pandemic COVID-19 on young people’s education and social inclusion, very few studies have focused on young people in rural and disadvantaged areas. In the present study, we aim to explore attitudes towards distance education and the factors that influence them in a disadvantaged sample (N=305) of 7-8th grade students studying in disadvantaged settlements. In our questionnaire, attitudes towards distance education were investigated using a 16-item instrument in Hungarian (based on Dlugosz, 2022), and the impact factors were measured using validated instruments of well-being, perceived stress and peer support, as well as independent questions on support and academic achievement, in addition to social background variables. The results indicate that four factors (learning difficulties, poor health, time management and safety, and distance learning preference) can be distinguished in the attitudes toward distance education. Concerning social background, the effects of gender, type of settlement, deprivation and objective financial status can be identified in distance learning preference and perceptions of poor health. Regarding the health indicators, the protective role of support from teachers and the hindering role of stress indicators were found. The role of variables related to academic performance was not significant. 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 manifestation of the pandemic, in its crisis nature, which highlights the role of components such as peer support, certain stress components, or even the disadvantage itself. These segments need to be highlighted, and, in case of a similar crisis, particular attention should be paid to prevention and intervention strategies focusing on these factors.