Parental Involvement in Digital Learning: Mother's Experiences of Elementary School Students

After the implementation of the school closure policy, parents are acclimating to studying with their children due to the effects of COVID-19 pandemic. Therefore, this study thoroughly discusses the involvement of parents in a child's digital education, especially the experience of the mothers with elementary school students. The survey approach and qualitative methods are used to obtain 277 respondents from the population of parents in Berau, Indonesia. Structural Equation Modeling (SEM) and Partial Least Square (PLS) are the data analysis technique used with the help of SmartPLS software version 3. The results shows that the direction of the relationship between the use of gadgets and maternal involvement is positive, hence the hypothesis decision is accepted. The digital learning of children includes letter and number recognition, reading, learning to count, coloring, drawing, playing educational games, and studying. Some of the mothers' involvement includes explaining websites accessible by children to communicate politely on social media. These results are valuable insights for parents in providing involvement in digital learning for elementary school students. It is important for parents to have a higher level of understanding and familiarity with the application or technology that their children utilize. © 2023,nternational Journal of Interactive Mobile Technologies. All Rights Reserved.

Development of an integrated telerehabilitation model in children with cerebral visual impairment in South India during the COVID-19 pandemic - A pilot study.

Purpose: Coronavirus disease 2019 (COVID-19) pandemic affected the in-person rehabilitation/habilitation services in families with children with cerebral visual impairment (CVI) in India. This study aimed to develop a structured and family-centered telerehabilitation model alongside conventional in-person intervention in children with CVI to observe its feasibility in the Indian population. Methods: This pilot study included 22 participants with a median age of 2.5 years (range: 1-6) who underwent a detailed comprehensive eye examination followed by functional vision assessment. The visual function classification system (VFCS) was administered to the children and the structured clinical question inventory (SCQI) to the parents. Every participant underwent 3 months of telerehabilitation including planning, training, and monitoring by experts. At 1 month, the parental care and ability (PCA) rubric was administered to the parents. After 3 months, in an in-person follow-up, all the measures were reassessed for 15 children. Results: After 3 months of Tele-rehabilitation there were significant improvements noted in PCA rubric scores (P<0.05). Also, statistically significant improvements were noted in functional vision measured using SCQI and VFCS scores (P<0.05) compared to baseline. Conclusion: The outcomes of the study provide the first steps towards understanding the use of a novel tele-rehabilitation model in childhood CVI along-side conventional face-to-face intervention. The added role of parental involvement in such a model is highly essential.

A qualitative study of parental involvement in middle school character education and social and emotional learning programming

Since the development of the public school system, schools have been tasked with producing upstanding citizens and productive members of society (Smith, 2013). Although the focus of adolescent character development has been incorporated into the U.S. public school system, parents, guardians, and caregivers are often excluded from the decision-making, planning, and implementation of Character Education and Social and Emotional Learning programming (Cavanaugh, 2012). Preventing bullying and cyberbullying, lowering the escalation of school violence, and helping adolescents to cope with the effects of the COVID-19 pandemic increased pressure on schools to evaluate existing Character Education and Social and Emotional Learning programming (DA Custom Publishing, 2019). This qualitative phenomenological study was designed to explore the lived experiences and perceptions of middle school parents and principals on parental involvement in Social and Emotional Learning and Character Education programming in Southwestern Pennsylvania Middle Schools. The findings provide guidance to educational stakeholders including administrators, governing school boards, counselors, and teachers in improving the policies, decision making processes, and inclusion strategies of parental involvement in Character Education and Social and Emotional Learning in public school systems. The results of this study provided strong evidence for the importance of integrating character education, social and emotional learning, and family involvement and engagement at the middle level. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

A phenomenological study of parental involvement and the role it plays in student behavior and achievement in grades 9-12

The discussion surrounding parental involvement and how much of a role it plays in the lives of young students is nothing new to education. Parents are indeed the student's first teachers;therefore, it is important that they continue that role as the students grow and develop in the ongoing years. The purpose of this qualitative phenomenological study was to explore the parents' perceptions regarding parental involvement and its connection to student achievement and behavior in high school since the COVID-19 pandemic. Using snowball sampling, I recruited 11 participants to answer a questionnaire. There were six themes created to answer each of the research questions. Research question one consisted of four themes: Involvement before the COVID-19 pandemic was evident, parental involvement increased during the COVID-19 pandemic, challenges did not deter involvement, and since the COVID-19 pandemic, student academic progress has improved. Research Question 2 consisted of two themes: The behavior of the student changed since the COVID-19 pandemic, and the COVID-19 pandemic positively affected the level of involvement. The study's findings indicated that parents were forced to be more involved since the COVID-19 pandemic. A recommendation for future research is to conduct a quantitative study using parents, teachers, and specific school districts. The recommendation for practice is that the parents maintain positive engagement with students and build better school-related relationships. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Primary students' online homework completion and learning achievement

Online homework has become an important teaching and learning activity due to the impact of COVID-19 pandemic-related restrictions. This study explored the relationship between primary students' online homework completion and learning achievement. It also investigated the moderating effects of key factors including the role of the students and the involvement of their parents on this relationship. Based on a total of 3,210 Chinese online homework assigned in the Spring of 2020 to fourth grade primary school students in Wuhan, China, hierarchical linear modeling was employed to examine the relationship between primary students' online homework completion and their learning achievement. Simultaneously, the effects of potential moderators including students' information literacy, students' prior academic achievement, parental digital self-efficacy, and parent - teacher partnership were investigated. The results showed a significant positive effect of students' online homework completion on learning achievement. Moreover, students' information literacy, students' prior achievement, and parent - teacher partnership positively moderated this relationship. Based on the findings, practical implications for school administrators, teachers, and parents are discussed herein to promote online homework completion and enhance students' learning achievement. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Navigating parental involvement: Restoring bridges and inspiring change

It appears that the predominantly European centered educational system has failed Black students. There is a disparity in academic success for Black students in comparison to White students. In 2013, it was reported that 34% of Black students and 9% of White students scored below basic on the National Assessment of Educational Progress (National Education Policy and Practice and Priority Schools Department, 2015). In a study conducted by Stanford professor Reardon, average test scores of Black students were two grade levels lower than White students (Rabinovitz, 2016). Black students at the national level scored 30 points lower than their White peers in 2011, according to the National Center for Educational Statistics (Bohrnstedt et al., 2015). Nonacademic factors such as student motivational levels, work ethic, and family/parent support have emerged as possible causes (Ratcliff et al., 2016). Research by LaRocque et al. (2011) supports the need for collaboration of parents and teachers to increase student learning. The need to build relationships with Black families is especially crucial to improving the academic experiences of Black students. Epstein's Framework for Parental Involvement should also be held under the careful lens of Critical Race Theory (CRT) when used in school districts that serve predominately Black students. In this qualitative case study, I describe the process and challenges of initiating and maintaining parent/ teacher relationships in urban, middle schools to improve Black students' academic performance. Data was obtained from interviews with 6 Black and 5 White middle school educators. The data gathered was coded and analyzed to draw out the perceptions teachers have about parental involvement and student achievement. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Parent adherence to psychological evaluation recommendations

A psychological evaluation is often the first step towards intervention for children displaying difficulties associated with ADHD symptoms. The degree to which impairment associated with ADHD can be diminished relies in part on the extent to which patients follow through on recommendations that are provided as part of the psychological evaluation. Currently, there is little research that examines adherence to psychological evaluation recommendations. Two pioneer studies (Dreyer et al., 2010;Mucka et al., 2017) have found support for barriers and level of parent stress in predicting non-adherence to assessment recommendations. The present study expands upon previous research by examining adherence to psychological evaluation recommendations through the Common Sense Model (CSM;Leventhal et al., 1980), which hypothesizes that individuals create cognitive representations of an illness which promote coping behavior. Thirty-five caregiver/child dyads were recruited through an ADHD evaluation clinic and caregivers completed a telephone interview focused on adherence to assessment recommendations approximately 10 to 12 weeks after the evaluation feedback session. It was predicted that caregiver perceptions of child behavior and knowledge about ADHD would be associated with adherence to psychological evaluation recommendations. Results revealed that caregivers reported an average adherence rate of 66.62% to evaluation recommendations. In line with previous research, perceived barriers to recommendations were a significant predictor of adherence to recommendations. There was also a trend for caregiver knowledge about ADHD to be associated with adherence. The most commonly reported barrier was the COVID-19 pandemic. Contrary to hypotheses, caregiver perceptions of stability and child control over behavior were not associated with adherence to recommendations. Results suggest that increasing knowledge of ADHD is one factor that could improve outcomes for children diagnosed with ADHD. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Teacher perceptions on parental engagement during and after pandemic online learning

Prior to the spring 2020, education in the United States looked very similar to how it had always looked ... students attended brick-and-mortar schools, used technology in their classrooms and homes to supplement their learning, and relied on the support of teachers as needed or wanted. Parents, for their part, were involved in the traditional supportive roles of checking over homework, monitoring attendance, and providing encouragement as warranted, and worked to balance this role with professional and community obligations and responsibilities. The COVID-19 pandemic swept across the globe, and parents as well as teachers were suddenly thrust into different and less familiar roles, as teaching and learning transitioned to a virtual experience. In examining this transition, a team consisting of researchers from Florida and North Carolina sought to determine the effectiveness of the parent roles in schooling from the educator perspective. In this chapter, the findings of this study are explored and analyzed, with recommendations made for research moving forward in this area. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Korean immigrant parents' ways and reasons to support their elementary-aged children's mathematical meaning-making at home during the COVID-19 pandemic

U.S. society perceived some Asian immigrants as a model minority, even assuming that Asian students would be good at mathematics. However, the narratives and experiences of Korean immigrant parents and their children were not discussed in these perspectives. The purpose of this study is to understand the interactions and reasoning of Korean immigrant parents about their children's mathematical meaning-making at home. The study investigates the following research questions: How do Korean immigrant parents of elementary-aged students support their children's mathematical meaning-making at home during the COVID-19 pandemic? Why do Korean immigrant parents of elementary-aged students support their children's mathematical meaning-making at home during the COVID-19 pandemic? Using the theory of belonging, model minority stereotypes, and meaning-making, this study critically examines Korean immigrant parents and children how and why negotiate the meaning of U.S. mathematics. Narrative inquiry is used to understand the diverse experiences of the five participants' families through interviews, observations, and debrief sessions. The findings report how and why Korean immigrant parents support their children's mathematical meaning-making using code-switching and cultural negotiation that addresses conceptual differences across language and culture. On a personal level, Korean immigrant parents' desire to belong in U.S. society guides them to put effort into their children's education. On a societal level, the parents in this study wish for their children to overcome perpetual foreigner stereotypes, myths, and glass ceilings around them. Yet because of their limited connectedness to mainstream society, they feel they lack the information needed for their children to be successful. Their voices demystify the model minority stereotypes and counter the argument that mathematics education serves as an absolutely inclusive subject. Recommendations from this point on the school districts and educational system are to have explanatory sessions for immigrant parents to help their understanding of the U.S. curriculum, and at the same time, teachers also can take advantage by having listening sessions about multiple ethnic parents to learn the cultural meaning-making to make a connection between school children and their culture in the curriculum. Furthermore, the higher education system could recruit more diverse pre-service teachers to create more belonging for diverse learners. Last but not least, school teachers can learn and practice immigrant experiences and try to demystify racial stereotypes in classrooms. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

School bells are ringing, but can parents attend? Responses from employed parents of children with SEND

ABSTRACTThis study's purpose is to examine the work-family conflict of employed parents of children with special educational needs and disabilities (SEND) and those parents' engagement in the schooling of their children. Prior to the COVID-19 outbreak, 206 parents from the United Kingdom completed a questionnaire about their school engagement and their work-family strain. Response data were examined employing descriptive and correlation analyses, as well as hierarchical moderated regression. Findings reveal that the higher the parents' work-family conflict, the lower their school engagement. Moreover, the age of children with SEND moderates the relationship between employed parents' work-family conflict and engagement in their children's schooling. Specifically, for parents with younger children, the negative impact of work-family conflict on parental school engagement is not as prevalent as it is for those with older-aged children. Drawing on Hobfoll's conservation of resources theory, we explore parents' dilemma when they determine where to expend their limited reservoir of resources. Because children with SEND benefit in multiple ways when their parents are engaged in their schooling, we provide recommendations regarding how schools and organizations can operate to promote parental school engagement.

Family and community engagement in Hawai'i through a decolonial lens

Using an Indigenous research and multi-case study design, this study examined the family and community engagement experiences and practices at three Hawai'i public schools. Because of the limitations and consequences associated with conventional engagement models with diverse families and communities, Culturally Sustaining Indigenous Family Engagement and Equitable Community-School Collaborations frameworks were employed to bring a decolonial lens to family engagement practices in diverse, Indigenous places. Data collection included interviews with 33 principals, teachers, other school staff, parents, and community members, and relevant family engagement documents including the State's School Quality Survey data, school academic plans, and family engagement assessment reports. Findings suggest that schools did their best to engage families and communities, especially during the COVID pandemic. Schools addressed similar barriers to engagement such as time, technology, and communication, but had difficulty engaging multilingual families. Engagement strategies and practices mostly aligned with conventional family engagement models, but individual practices and ideas began to approach aspects of Indigenous engagement and Equitable Community-School Collaborations. Results suggest that schools shifting from structural, school-based approaches and activities to relationship building could benefit multilingual families and others that do not regularly engage on school campuses. Building upon individual-level awareness and actions aligned with equitable engagement to develop systemic planning and practice can facilitate this shift. Centering the needs and cultural perspectives of nondominant families in family engagement practice could also help schools increase their decolonial potential along a continuum moving towards anti-oppressive systems. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Challenges to Remote Instruction During the Pandemic: A Qualitative Study with Primary Grade Teachers in India.

The COVID-19 pandemic has profound implications for education of young children worldwide and especially for children in developing economies like India. This article presents a qualitative study that explored the challenges that private school teachers in low budget, mid-ranged, and high fee charging private schools faced in two cities in India. All the private schools in this study also followed the government mandate to reserve 25% of seats for children from low-income families. During the school closure, remote instruction was employed in schools where participating teachers taught. Teachers faced challenges related to parental involvement and children's participation in remote instruction. Parental involvement challenges included parental lack of access to technological devices and no or minimal access to internet for their children to participate in remote instruction activities. Parental lack of support due to their low technological literacy and literacy in general, lack of fluency in the English Language, as well as lack of time also contributed to their children's low participation in remote instruction. Teachers faced challenges in implementing remote instruction with children from different socio-economic backgrounds; however, the challenges were greater with families from low-income backgrounds. The study's findings suggest that governments around the world need to ensure children's access to digital tools and internet services which are essential elements in children's participation in remote instruction. For children in families where parents are unable to support their children's education at home, other support services may be instituted to take the pressure off of parents. Future studies may explore the 'learning loss' that may have resulted from the long school closure during the pandemic.

Different associations of parental involvement with children's learning of Chinese, English, and math: a three-wave longitudinal study

Due to the impact of COVID-19, children and their parents are spending more time at home, which increases parent–child interactions. The goals of the present study were to examine the mediating effects of children's learning engagement on the relationships of parental involvement in Chinese, English, and math performance and to investigate whether parent-perceived parental involvement and child-perceived parental involvement consistently affected children's academic performance. Data were collected from 253 Chinese primary school students (117 boys, Mage = 10.53) during the COVID-19 pandemic. We included parental involvement perceived by the parents and by the children to comprehensively describe parental involvement (in wave 2);we collected children's learning engagement (wave 2);and we compared children's Chinese, English and math academic performances before (wave 1) and after (wave 3) China's first wave of COVID-19 in 2020. The results showed that after controlling for gender, age, and SES, the parental involvement perceived by parents could be directly and positively related to children's learning engagement, and it also indirectly influenced children's learning engagement through the children's perceived parental involvement. Learning engagement was a mediator of the relationship between parental involvement and children's academic performance. Parental involvement significantly predicted children's Chinese and English performances through their learning engagement, while parental involvement failed to predict children's mathematics performances during the COVID-19 pandemic. The current research provides insights into the underlying mechanisms of how parental involvement affects children's academic performances during school closures and hopes to guide parents and schools to consider how to cooperate and continue to use rapidly developing digital education resources amid the long-term impact of COVID-19 to provide children using more effective and suitable guidance in the future. © 2022, Instituto Universitário de Ciências Psicológicas, Sociais e da Vida.

Perceptions on the use of distance learning by families of children with visual impairment and deafblindness

The purpose of our qualitative study was to explore what distance-based teaching and learning practices have been supportive to students with visual impairments and their families. Using purposive sampling, interviews, and qualitative analysis, we found that supportive approaches for distance learning (DL) included parental involvement and participation, as well as tailored instructional approaches and accommodations for the student. In some instances, DL was identified as being more supportive for immune-compromised children. Negative facets of the practice included diminished richness in socializing, and the lack of certain strengths of in-person education. Families' experiences ranged from finding DL helpful, to considering the practice as unfit for their child's education, as well as a poor fit for family life. Flags for future research include family preparation for future DL needs, including culturally-diverse families in research opportunities, and evaluating what DL supports lead to improved outcomes for children and families. © The Author(s) 2023.

Student Subjective Wellbeing amidst the Covid-19 Pandemic in Iran: Role of Loneliness, Resilience and Parental Involvement.

The COVID-19 pandemic and lockdowns potentially severely impact adolescents' mental well-being. This research aims to study students' subjective well-being during the covid-19 pandemic in Iran and investigate the role of loneliness, resilience, and parental involvement. For this study, 629 students (female = 345) were recruited by purposive sampling. Students were assessed on the Student's Subjective Well-Being, Loneliness Scale, Resilience Scale, and Parental Involvement. The results confirm our hypothesis that the relationship between parental involvement and students' subjective well-being is mediated by loneliness. Furthermore, the results indicated a partial mediation of resilience in the relationship between parental involvement and students' subjective well-being. This study theoretically contributes to a better understanding of the factors determining the impact of traumatic events such as a pandemic on adolescents' mental health. The implications of this study indicate interventions that can be carried out to minimize the negative psychological consequences of the pandemic.

Psychological Stress and Parenting styles Predict Parental Involvement for Children with Intellectual Disabilities during the COVID-19.

We explored how psychological stress and parenting styles predicted parental involvement for children with intellectual disabilities during the COVID-19 pandemic by adminsitering the Psychological Stress Questionnaire, Parenting Style Index and Parental Involvement Scale to 995 parents of children with intellectual disabilities. Our results indicated that psychological stress significantly negatively predicted parental involvement. In addition, three dimension of parenting styles significantly positively predicted parental involvement, with the results of acceptance/involvement (ß ranging from 0.19 to 0.55, p < 0.001), strictness/supervision (ß ranging from 0.16 to 0.34, p < 0.05), and psychological autonomy (ß ranging from 0.23 to 0.28, p < 0.001). The present research's significance, limitations, and implications are also discussed.

Parental Involvement in Children's Online Education During COVID-19; A Phenomenological Study in Saudi Arabia.

The global spread of COVID-19 has caused disruptions in many aspects of our lives. Education systems worldwide have changed dramatically. Numerous countries have encouraged schools to shift to e-learning and, as a result, parental involvement in their children's education has changed. This study focused on parental involvement in children's education during the COVID-19 pandemic. The study applied a qualitative phenomenological approach following a constructive social framework, whereby the researcher pursued an understanding of the world in which she lives and works. The primary tool employed to collect relevant data was in-depth interviews with six parents who voluntarily participated in the study in the western province of Saudi Arabia. Thematic analysis is applied to analyse the collected data. The study found that parental involvement in children's schooling has been affected by the COVID-19 pandemic. Furthermore, the interviews revealed that parents would prefer to keep to their chosen role rather than fulfil the teaching role imposed on them by COVID-19. This paper contributes to the application of Hoover-Dempsey and Sandler's model of parental involvement in children's schooling, illustrating that an external force drives parental involvement. More specifically, many parents have been forced to change the form of their participation due to the unforeseen shift to e-learning.

Different associations of parental involvement with children's learning of Chinese, English, and math: a three-wave longitudinal study

Due to the impact of COVID-19, children and their parents are spending more time at home, which increases parent–child interactions. The goals of the present study were to examine the mediating effects of children's learning engagement on the relationships of parental involvement in Chinese, English, and math performance and to investigate whether parent-perceived parental involvement and child-perceived parental involvement consistently affected children's academic performance. Data were collected from 253 Chinese primary school students (117 boys, Mage = 10.53) during the COVID-19 pandemic. We included parental involvement perceived by the parents and by the children to comprehensively describe parental involvement (in wave 2);we collected children's learning engagement (wave 2);and we compared children's Chinese, English and math academic performances before (wave 1) and after (wave 3) China's first wave of COVID-19 in 2020. The results showed that after controlling for gender, age, and SES, the parental involvement perceived by parents could be directly and positively related to children's learning engagement, and it also indirectly influenced children's learning engagement through the children's perceived parental involvement. Learning engagement was a mediator of the relationship between parental involvement and children's academic performance. Parental involvement significantly predicted children's Chinese and English performances through their learning engagement, while parental involvement failed to predict children's mathematics performances during the COVID-19 pandemic. The current research provides insights into the underlying mechanisms of how parental involvement affects children's academic performances during school closures and hopes to guide parents and schools to consider how to cooperate and continue to use rapidly developing digital education resources amid the long-term impact of COVID-19 to provide children using more effective and suitable guidance in the future. [ FROM AUTHOR]

Children's engagement in self-learning modules (SLMs) amid the pandemic: a predictive analysis on the role of internet access, household food security, and parental involvement to modular classes

This study examines essential factors that affect children' quality of response towards a non-traditional learning platform specifically, self-learning modules (SLMs) as Philippine public school's mode of service-learning delivery. Our objective is to determine the predictive power of access to internet, household food security, and parental involvement on the level of students' engagement in these modular classes amid the health crisis. Drawing online responses from parents of public-school students (n=359), our regression analysis confirms the viability of our model F(3,355) = 19.2, p<.001. While we found that food security and parental involvement are predictors of students' satisfactory engagement in their SLMs, internet access is not. Therefore, our model suggests that children with parents who take time to be involved in their studies and who reside in households with enough food are more likely to engage positively in their modular classes, whether or not the household has access to the internet.

Parent adherence to psychological evaluation recommendations

A psychological evaluation is often the first step towards intervention for children displaying difficulties associated with ADHD symptoms. The degree to which impairment associated with ADHD can be diminished relies in part on the extent to which patients follow through on recommendations that are provided as part of the psychological evaluation. Currently, there is little research that examines adherence to psychological evaluation recommendations. Two pioneer studies (Dreyer et al., 2010;Mucka et al., 2017) have found support for barriers and level of parent stress in predicting non-adherence to assessment recommendations. The present study expands upon previous research by examining adherence to psychological evaluation recommendations through the Common Sense Model (CSM;Leventhal et al., 1980), which hypothesizes that individuals create cognitive representations of an illness which promote coping behavior. Thirty-five caregiver/child dyads were recruited through an ADHD evaluation clinic and caregivers completed a telephone interview focused on adherence to assessment recommendations approximately 10 to 12 weeks after the evaluation feedback session. It was predicted that caregiver perceptions of child behavior and knowledge about ADHD would be associated with adherence to psychological evaluation recommendations. Results revealed that caregivers reported an average adherence rate of 66.62% to evaluation recommendations. In line with previous research, perceived barriers to recommendations were a significant predictor of adherence to recommendations. There was also a trend for caregiver knowledge about ADHD to be associated with adherence. The most commonly reported barrier was the COVID-19 pandemic. Contrary to hypotheses, caregiver perceptions of stability and child control over behavior were not associated with adherence to recommendations. Results suggest that increasing knowledge of ADHD is one factor that could improve outcomes for children diagnosed with ADHD. (PsycInfo Database Record (c) 2022 APA, all rights reserved)