Abstract:

The aim of the present paper was to examine and analyze the longitudinal relationship of school belonging as a predictor of well-being, motivation and school achievement during online (due to COVID-19) and face-to-face learning among secondary school students. The first data collection was carried out in the months April - May 2021 (online learning) and the second data collection was carried out in the months February - March 2022 (face-to-face learning). The research sample consisted of 76 students aged 15–18 (M = 16.28; SD = 1.26). The methods included a questionnaire focused on well-being - EPOCH Measure of adolescent well-being (Kern et al., 2016), a questionnaire focused on motivation - Questionnaire of motivation for learning M-2 by the author Pavelková (2002) and a questionnaire focused on school belonging - Connectedness to School, Teachers and Family (Water, Cross, 2010). The school achievement was measured using marks in English language, Slovak language and mathematics. The results showed a positive predictive relationship of school belonging in both measurements for dimensions of well-being – optimism, connectedness and happiness. In the dimensions of engagement and persistence, no predictive relationship was demonstrated in either measurement, similar to the case of intrinsic motivation. A negative predictive relationship was confirmed for school achievement in both the first and second measurement.

Keywords:

Well-being, Motivation, School belonging, School achievement, COVID-19.