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      Widening Digital Divide: Family Investment, Digital Learning, and Educational Performance of Chinese High School Students During the COVID-19 Pandemic School Closures

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          Abstract

          The COVID-19 pandemic and school closures highlighted the need for research examining the effects of socio-economic status and digital learning on educational performance. Based on a panel dataset from a Chinese high school during school closures in 2020, our study explored whether the digital divide widened during the pandemic. The results showed that digital learning significantly mediates the association of socio-economic status with educational performance. In contrast, the indirect effects of digital learning were not significant before the outbreak of the COVID-19 pandemic. However, these effects immediately became significant during school closures and remote education instruction during the pandemic. After the schools reopened, the indirect effects of digital learning declined or even disappeared. Our findings provide new evidence for a widening digital divide during the COVID-19 pandemic school closures.

          Supplementary Information

          The online version contains supplementary material available at 10.1007/s11482-023-10191-y.

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          Effect of non-pharmaceutical interventions to contain COVID-19 in China

          Shengjie Lai, Nick Ruktanonchai, Liangcai Zhou … (2020)
          Summary On March 11, 2020, the World Health Organization declared COVID-19 a pandemic 1 . The outbreak containment strategies in China based on non-pharmaceutical interventions (NPIs) appear to be effective 2 , but quantitative research is still needed to assess the efficacy of NPIs and their timings 3 . Using epidemiological and anonymised human movement data 4,5 , here we develop a modelling framework that uses daily travel networks to simulate different outbreak and intervention scenarios across China. We estimated that there were a total of 114,325 COVID-19 cases (interquartile range 76,776 -164,576) in mainland China as of February 29, 2020. Without NPIs, the COVID-19 cases would likely have shown a 67-fold increase (interquartile range 44 - 94) by February 29, 2020, with the effectiveness of different interventions varying. The early detection and isolation of cases was estimated to have prevented more infections than travel restrictions and contact reductions, but combined NPIs achieved the strongest and most rapid effect. The lifting of travel restrictions since February 17, 2020 does not appear to lead to an increase in cases across China if the social distancing interventions can be maintained, even at a limited level of 25% reduction on average through late April. Our findings contribute to an improved understanding of NPIs on COVID-19 and to inform response efforts across the World.
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            Socioeconomic status and child development.

            Robert Bradley, Robert Corwyn (2002)
            Socioeconomic status (SES) is one of the most widely studied constructs in the social sciences. Several ways of measuring SES have been proposed, but most include some quantification of family income, parental education, and occupational status. Research shows that SES is associated with a wide array of health, cognitive, and socioemotional outcomes in children, with effects beginning prior to birth and continuing into adulthood. A variety of mechanisms linking SES to child well-being have been proposed, with most involving differences in access to material and social resources or reactions to stress-inducing conditions by both the children themselves and their parents. For children, SES impacts well-being at multiple levels, including both family and neighborhood. Its effects are moderated by children's own characteristics, family characteristics, and external support systems.
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              Socioeconomic Status, Family Processes, and Individual Development.

              V. J. Martin, K J Conger, Rand Conger (2010)
              Research during the past decade shows that social class or socioeconomic status (SES) is related to satisfaction and stability in romantic unions, the quality of parent-child relationships, and a range of developmental outcomes for adults and children. This review focuses on evidence regarding potential mechanisms proposed to account for these associations. Research findings reported during the past decade demonstrate support for an interactionist model of the relationship between SES and family life, which incorporates assumptions from both the social causation and social selection perspectives. The review concludes with recommendations for future research on SES, family processes and individual development in terms of important theoretical and methodological issues yet to be addressed.
              Article 0 comments Cited 228 times – based on 0 reviews     Review now
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                Author and article information

                Contributors
                Ma Gaoming:
                ORCID: http://orcid.org/0000-0002-3476-5701
                magm@zju.edu.cn
                Journal
                Journal ID (nlm-ta): Appl Res Qual Life
                Journal ID (iso-abbrev): Appl Res Qual Life
                Title: Applied Research in Quality of Life
                Publisher: Springer Netherlands (Dordrecht )
                ISSN (Print): 1871-2584
                ISSN (Electronic): 1871-2576
                Publication date (Electronic): 31 May 2023
                Pages: 1-17
                Affiliations
                [1 ]GRID grid.440686.8, ISNI 0000 0001 0543 8253, Dalian Maritime University, ; Dalian, China
                [2 ]GRID grid.8547.e, ISNI 0000 0001 0125 2443, Fudan University, ; Shanghai, China
                [3 ]GRID grid.13402.34, ISNI 0000 0004 1759 700X, School of Public Affairs, Zijingang Campus, , Zhejiang University, ; No. 866 Yuhangtang Road, Hangzhou, Zhejiang Province China
                [4 ]GRID grid.13402.34, ISNI 0000 0004 1759 700X, Research Center for Common Prosperity, Future Regional Development Laboratory, Innovation Center for Yangtze River Delta, , Zhejiang University, ; Jiaxing, China
                Author information
                http://orcid.org/0000-0002-3476-5701
                Article
                Publisher ID: 10191
                DOI: 10.1007/s11482-023-10191-y
                PMC ID: 10230458
                SO-VID: 1453383d-3ac0-49d5-8539-393ea87b9419
                Copyright © © The International Society for Quality-of-Life Studies (ISQOLS) and Springer Nature B.V. 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
                License:

                This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.

                History
                Date received : 6 October 2022
                Date accepted : 28 May 2023
                Funding
                Funded by: FundRef http://dx.doi.org/10.13039/501100012226, Fundamental Research Funds for the Central Universities;
                Award ID: 3132022309
                Funded by: FundRef http://dx.doi.org/10.13039/501100012456, National Social Science Fund of China;
                Award ID: 20&ZD076
                Categories
                Subject: Original Research

                ScienceOpen disciplines: Health & Social care
                Keywords: digital learning,educational performance,family investment,covid-19,school closures
                Data availability:
                ScienceOpen disciplines: Health & Social care
                Keywords: digital learning, educational performance, family investment, covid-19, school closures

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