The covid-19 pandemic has dramatically altered adolescents’ social and learning experiences through distance edu cation and social isolation. Given that social isolation can adversely affect students’ psychosocial well-being, our study examined the extent to which ICT competencies, resilience, and individual types of contact with teachers and class mates contribute to the psychosocial well-being of students (N = 1,813) during a protracted period of distance educa tion. The structural model demonstrated that student resilience, teachers’ organisation of teamwork, student contact with class teachers outside of regular school hours, and their interactions with classmates on social media predict perceived proximity and support from their teachers and classmates as indicators of their psychosocial well-being. These findings have practical value for teacher education and implementation in teacher practice.
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