Distance Learning Experience and Deficits of a Modern School: Positions of Schoolchildren and Parents: Information Bulletin Distance Learning Experience and Deficits of a Modern School: Positions of Schoolchildren and Parents: Information Bulletin / M.S. Dobryakova, O. V. Yurchenko, E.V. Sivak; Nat. issled. University Higher School of Economics. - M .: NRU HSE, 2021 .-- 40 p. - (Monitoring the Economics of Education; No. 1). - 70 copies. - ISBN 978-5-7598-2392-6 (in the region).ISBN 978-5-7598-2392-6DOI 10.17323/978-5-7598-2392-6Posted on site: 24.11.21Текст книги на сайте НИУ-ВШЭ URL: https://www.hse.ru/data/2021/08/05/1425288726/ib_1_2021.pdf (дата обращения 24.11.2021)AbstractDistance learning due to the COVID-19 pandemic has highlighted and increased educational inequalities. It divided families by how well they were prepared and adapted to school closures. This issue examines family responses to distance learning and factors, which influenced these responses, based on these interviews with students and their parents. The study sample consisted of 36 families from nine Russian regions. Based on the analysis we formulate the hypothesis that the educational trajectories of students and the subjective well-being of families during distant learning were influenced not only by the socio-economic status of the family (technical capabilities and housing conditions), but also by the professional status and dispositions of parents. The interview revealed the relationship between the nature of the work of parents and the readiness of children for self-regulatory learning: students whose parents are involved with non-routine work with greater autonomy in the workplace were in an advantageous position. Children in these families most often had the necessary skills for self-regulated learning: they could set educational goals and objectives; prioritize; manage their own time; motivate and control themselves.Content (in russ)hide table of contentsshow table of contents