Abstract
The aim of the study was to examine the well-being of pre-service teachers during the first lockdown. The changes in learning and leisure time were observed in the context of subjective satisfaction with education and experienced emotions. A total of 297 pre-service teachers (80% women; aged 17 – 30, M = 21.91, SD = 2.13) participated in the study during the first wave of the COVID-19 pandemic. All participants filled out questions on the number of hours per day they spent on preparation and leisure, before and during the pandemic period, subjective satisfaction with the education, feelings of anxiety and lack of control concerning the coronavirus pandemic, perceived risk of coronavirus, and the Positive and negative affect schedule. Subjective satisfaction with education during the pandemic was average (M = 3.18, SD = 1.20); compared to the pre-pandemic period, pre-service teachers spent a third of an hour more in their free time, but they also spent one more hour preparing for school duties. Moreover, experience of positive emotions decreased (t = 10.61; p < .001; d = 0.62) and experience of negative emotions increased (t = 6.81; p < .001; d = 0.39) during first wave of pandemic. Regarding well-being, the threat of coronavirus, feeling of powerlessness and perceived risk of coronavirus related to negative emotionality; perceived risk of coronavirus was associated with hours spent studying.
Author Information
Eva Ballová Mikušková, Constantine the Philosopher University in Nitra, Slovakia
Paper Information
Conference: BCE2022
Stream: Higher education
This paper is part of the BCE2022 Conference Proceedings (View)
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To cite this article:
Mikušková E. (2022) The Effects of Lockdown on Undergraduate Training and the Well-Being of Pre-Service Teachers ISSN: 2435-9467 – The Barcelona Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2435-9467.2022.14
To link to this article: https://doi.org/10.22492/issn.2435-9467.2022.14
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