Twenty-eighth International Conference on Learning

Abstract

The spread of the COVID-19 pandemic quickly necessitated digital learning, which bore challenges for all pupils but especially for groups disadvantaged in a online classroom. As some studies indicate persistent differences between boys and girls, as well as between different age groups in use of technologies and related skills, the aim of this study was to investigate gender and age differences in the digital learning environment students faced in 2020. A total of 19,190 Austrian secondary school students (61.9% girls, Mage = 14.55, SDage= 2.49, age range 10-21) participated in an online study in April 2020 and answered questions regarding their self-efficacy, perceived teacher support, intrinsic motivation and learning engagement during the pandemic-induced school closures. Results showed higher perceived teacher support, intrinsic motivation and learning engagement among girls than boys, while no significant sex differences were found in self-efficacy regarding digital learning. Furthermore, our results indicated significant challenges in older adolescents compared to the younger ones. The results of this study have practical implications for school functioning. As the results indicated that boys and older students might particularly struggle with digital learning, teachers and schools should offer more support to them and pay particular attention to their management of school-related tasks in this new learning context.