IO INSEGNO A CASA, IO IMPARO A CASA, IO RESTO A CASA: L’IMPATTO EMOTIVO DELLA DIDATTICA A DISTANZA AI TEMPI DEL COVID-19

[Autom. eng. transl.] Introduction Contextual factors are very important for inducing a positive life experience and exert a significant influence on students' academic engagement. The pandemic scenario produced by Covid-19 has made a series of social distancing measures and the implementation of Distance Learning necessary, posing many challenges to teachers, parents and pupils. This study, carried out as part of the European project Interreg INCLUDE, intends to provide a contribution to bring to light the emotional experience that parents, pupils and teachers experienced during the period in which the teaching was carried out exclusively at a distance. Method Parents (N = 591), teachers (N = 228), students (N = 524) from the schools of the Municipality of Gallarate participated in the research. The data collection took place in the period between April and mid-June 2020. All participants filled out some specially prepared online questionnaires, reported by school leaders within the computer platforms used by the various institutions. The dimensions investigated concern for all the actors involved: the personal family and work survey (for teachers and parents); the psycho-emotional experience, with particular reference to the emotional experience lived during the pandemic and in reference to what lived before Covid-19, the concerns about the situation resulting from the pandemic, the coping strategies adopted and the perception of relationships and family support. Furthermore, the subject of the survey was the perception of distance teaching: for parents in relation to the difficulty of their children and their involvement in managing at home, for students the use of the devices available and the experience relating to distance learning , as well as for teachers with an in-depth study also on the methodologies used. Results The main results derived from the regression analyzes show that as far as parents are concerned, the number of children engaged in Distance Learning contributes to the increase of negative emotional experiences (anxiety, sadness, irritation) (R2 = .012, p & lt;. 001) and the decrease of positive emotional experiences (happiness and satisfaction) (R2 = .013, p & lt; .001), but only for mothers. These relationships were not significant for the fathers; as far as students are concerned, perceiving themselves more involved in Distance Learning contributes to experiencing more positive emotional experiences (R2 = .113, p & lt; .001) and less negative emotional experiences (R2 = .07, p & lt; .001) ; as far as teachers are concerned, the difficulties in organizing Distance Learning (additional time dedicated to the preparation of lessons and tests) have a significant effect on the increase in negative emotional experiences (R2 = .066, p & lt; .001 ) and a significant effect on the reduction of positive emotional experiences (R2 = -.046, p & lt; .001). Conclusions These first results show how Distance Learning has had a significant emotional impact on all the actors involved. In particular, they can help identify the risk and protection factors associated with the provision of Distance Learning in order to promote the improvement of the quality of life of students, those who take care of them at home and the teachers.