Expectations for engagement in community issues as perceived by young people

BACKGROUND

Involvement in constructive activities is an important but rarely empirically studied developmental asset.

OBJECTIVE

The aim of the study is to assess the intentions of Polish youth to undertake prosocial activities after graduating from high school, and the selected determinants of these intentions.

MATERIAL AND METHODS

Anonymous surveys were conducted in 213 schools within the last round of the HBSC (Health Behaviour in School-aged Children) survey in 2018. The nationwide representative sample included 4,972 students aged 11.1-18.5 (mean age 15.4 ± 1.73). The main dependent variable was the Expectations for Engagement in Community Issues Index (EECII), built on the basis of 3 questions and ranged 0-12 points. Its relationship with 10 demographic and socio-economic variables was studied.

RESULTS

The mean EECII score was 5.59 (SD = 2.65). Seven factors and three significant two-way interactions were indicated in the general linear model. The strongest correlation was found to be between the EECII level and recognised personal values, current participation in youth groups, and the level of social ties in the neighbourhood. Girls achieve higher EECII levels than boys. However, factors such as family social position and attitudes towards school modify the gender differences. Higher family social position measured on subjective scale increases the tendency to plan prosocial activities in the group coming from low affluence families.

CONCLUSIONS

Polish youth have an average inclination towards prosocial activities. When planning activities aimed at strengthening the involvement of young people, it is worth considering the specificity of various demographic and social groups.

Everyday challenges faced by Polish teenagers during the COVID-19 pandemic in the context of selected demographic factors

BACKGROUND

The enforced restrictions, including physical isolation and school lockdowns after the outbreak of the COVID-19 pandemic, have brought about anxiety and uncertainty the younger generation.

OBJECTIVE

The main objective is to analyse the everyday challenges faced by adolescents in Poland during the time of social isolation in the COVID-19 pandemic.

MATERIAL AND METHODS

A nationwide, online survey of adolescents aged 11-18 (N=2408) was conducted in April 2020. Quantitative and qualitative analyses were undertaken. Differences in the everyday challenges experienced during the COVID-19 pandemic connected with gender, age and place of residence were analysed.

RESULTS

Girls were significantly more likely than boys to perceive the limitations in contacts with others (friends and family) and the concerns about the health of relatives as a big difficulty. Among the youngest students (11-12 years of age), the lack of contact with friends and family and worries about their health and the fear of infection ranked higher than for other students. For the oldest (17-18) the lack of private time and space and not being able to meet one's boyfriend/ girlfriend were the most troublesome. The necessity to stay at home and the inconvenience resulting from the lack of outdoor exercise were ranked higher by urban students than by students living in rural areas.

CONCLUSIONS

When planning campaigns in the near future to support the mental health of adolescents in the context of the pandemic it is recommended to include especially the youngest adolescents and those living in small and medium-sized cities.

Demographic analysis of difficulties related to remote education in Poland from the perspective of adolescents during the COVID-19 pandemic

INTRODUCTION AND OBJECTIVE

Due to the COVID-19 pandemic all schools in Poland were closed and obliged to conduct lessons remotely. The aim of the study is to present the demographic analysis of difficulties with remote learning, as perceived by students during coronavirus pandemic in Poland.

MATERIAL AND METHODS

In April 2020, a nationwide online survey was conducted among adolescents aged 11-18 (N=2408). Quantitative and qualitative data were used. Teenagers were asked about the problems connected with remote learning. In order to examine the overall level of remote learning difficulties, a scale of remote learning difficulties (RLD) was devised (range 0-23 points). Differences connected with gender, age and place of residence were analysed.

RESULTS

More than a half of the teenagers surveyed rated the increased demands from teachers as a major problem. This answer appeared statistically more often among girls than boys (59.6% v. 53.2%). Almost every third adolescent saw the lack of consultation (31.6%) as a significant problem. Difficulties related to learning in the remote system were most often described as considerable by the oldest students (17-18-years-old) and those living in rural areas. The big problem for them was usually much higher requirements of teachers and poor organization of distance learning. The mean level on the scale of remote learning burden was M=11.9 (SD=7.1). Technical difficulties and insufficient skills in using software constituted additional problems most frequently mentioned by students.

CONCLUSIONS

There is a need to pay particular attention to organizing appropriate technical conditions for remote learning, especially in rural areas, where students have complained more often than in cities about equipment and problems with access to the Internet during the pandemic.