What can I be when I grow up? Parental support and career exploration among teenagers: The moderating role of dispositional optimism

The present study aimed to broaden the knowledge about the personal and parental factors associated with teenagers' efforts to actively engage in the developmental task of vocational preparation. We investigated the associations between parental career-related behaviors (i.e., parental support, interference, and lack of engagement), adolescents' career exploration, and the moderating role of dispositional optimism. Our sample was formed by 441 Romanian teenagers (58 % males, M = 14.17, SD = 1.05). The results suggested that ado-lescents experiencing a low level of parental support reported a low level of career exploration, regardless of the level of dispositional optimism. Conversely, when the level of parental support was high, participants reported a higher level of career exploration when they also reported a high level of dispositional optimism. We discuss the importance of examining individual characteristics in conjunction with ecological factors related to adolescents' environments when understanding career exploration.

Mathematics Learning Through Online Video-Based Instruction for an Autistic Child.

The purpose of this study was to examine the effectiveness of a video modeling (VM) intervention package (including virtual manipulatives and error correction) delivered via synchronous, virtual environment to teach the mathematics skills of addition, number comparison, and subtraction to a five-year old autistic child. Using a multiple probe across skills design of a single-case experimental design, we examined whether a causal relation existed between the intervention and the child's improved accuracy of mathematics problem-solving. Following the intervention, the autistic child showed improved accuracy across all three skills and continued to solve problems with 100% accuracy during the generalization phase, which also served as the immediate maintenance phase.

Parental stress and support perception in southern Italy's households with intellectual disabilities and/or autistic spectrum disorder before and during the COVID-19 pandemic.

The stress experienced by parents of persons with Intellectual Disability (ID) and Autism Spectrum Disorder (ASD) is higher than that of parents of neurotypical children (TD). An important protective factor is the perception of the support received within the family and the social network. The emergency of the COVID-19 pandemic had a negative impact on the health of people with ASD/ID and their families. The aim of the study was to describe the levels of parental stress and anxiety before and during the lockdown in southern Italy's families with ASD/ID persons and analyze how the levels of support perceived by these families. 106 parents, the ages of 23 and 74 years (M = 45; SD = 9), from southern Italy responded to an online battery of questionnaires measuring parental stress, anxiety, perception of support and attendance at school activities and rehabilitation centers, before and during lockdown. In addition, descriptive, Chi-Square, MANOVA, ANOVAs, and correlational analyses were conducted. The results showed that during the lockdown, attendance at therapies and extra-moenia activities and participation in school activities drastically dropped. During lockdown, parents felt inadequate. The parental stress and anxiety were moderate, but the perception of support dropped significantly.

Musical achievement during a lockdown: The parental support miracle

The quality of parental support is recognized as a crucial factor in the early stages of a student's development, and particularly in instrumental music education. At the start of 2020, the outbreak of a global pandemic crisis posed new and unprecedented challenges to education, forcing families to stay at home to prevent contagion. This investigation was conducted during the period of a COVID pandemic lockdown in Portugal. We explored whether parental support, provided during the lockdown period, was associated with their child's achievement as reported by their instrumental music teacher. For this study, 39 parent-teacher dyads of first-grade students of an instrument music course were recruited from two public music conservatories. Parents supplied information on the frequency in which they provided student-support-related attitudes and actions in the home context. Simultaneously, teachers provided information about the student's achievement during the lockdown compared with the previous in-person performance period. Results indicate a strong relationship between parental support and musical achievement, with students who received higher levels of supportive parental involvement performing better than before the pandemic crisis. The findings are discussed in relation to the importance of parental involvement in a child's instrumental music education. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The Role of Parental Self-Efficacy Regarding Parental Support for Early Adolescents' Coping, Self-Regulated Learning, Learning Self-Efficacy and Positive Emotions

Although adolescence is characterized by increasing individuation, parental support represents an important resource especially in early adolescence. This multi-informant study examined the role of parental self-efficacy in providing emotional and instrumental support when early adolescents partially learned from home during the COVID-19 pandemic. Based on a resources model of coping, we examined effects of parental self-efficacy on early adolescents' reports of self-regulated learning (SRL), learning self-efficacy, and positive emotions, mediated via early adolescents' problem-focused and emotion-focused coping. Assumptions were tested among 263 Austrian parent-child dyads. While the mediation assumption was rejected, we identified positive associations between emotional support and SRL, and between problem-focused coping and SRL, learning self-efficacy, and positive emotions. Instrumental support negatively related to SRL, suggesting benefits of emotional over instrumental support. © The Author(s) 2023.

Autism spectrum disorder, parent coping, and parent concerns during the COVID-19 pandemic.

The COVID-19 outbreak beginning in 2019 has created a challenging period for families who have children with autism spectrum disorder (ASD). The purpose of this study was to examine parents' perceptions about the consequences of the pandemic on their child who has ASD and parents' concerns and resources during the pandemic. Data was collected between July to November 2020 from U.S. parents who have at least one child with ASD between 3 and 21 years old. An online survey, consisting of 88 items, was developed and distributed online in newsletters and Twitter pages of several ASD organizations, and various caregiving support groups on Facebook. Descriptive analysis showed that during the data collection time (N = 57), 79% of the children had immediate access to electronic devices to utilize online services. Many of the children used remote learning services for less than 2 h (74%) per day. Many children had difficulties following social distance rules. They spent more time in passive activities than active activities. Twenty-five percent of parents reported that they drank alcohol more often during the pandemic. However, parents who participated in support groups consumed less alcohol. Also, child symptom severity was associated with parents taking less times for themselves. These results can assist practitioners in identifying specific difficulties that parents and children with ASD experienced during the pandemic. This work also underlines the parents' needs for community supports and mental health services.

Returning to the nest: Emerging adults living with parents during the COVID-19 pandemic.

Changes in the working, study and social lives of emerging adults due to the COVID-19 pandemic have led to greater need for external supports. Many who lived independently may have sought that support by returning to live with parents. This study identifies factors associated with returns made between 2019 and 2020. It describes supports needed and obtained, relationships between parents and their resident emerging adults and identifies correlates of poor coping and high psychological distress. Data from the Longitudinal Surveys of Australian Youth and the Longitudinal Study of Australian Children were used and showed half of the emerging adults who moved did so due to COVID-19 restrictions. Loss of work and increased need for emotional and financial support were key drivers of moves. Nineteen per cent who returned found spending more time with family difficult and over half did not have their support needs fully met, increasing their odds of poor coping at that time (OR = 2.9, 4.3, respectively) and subsequent psychological distress (OR = 6.0). Families were an important source of support but could not necessarily mitigate all challenges; for some emerging adults, returning to live with parents gave rise to additional difficulties which negatively affected mental health.

Parental Support during the COVID-19 Pandemic: Friend or Foe? A Moderation Analysis of the Association between Maternal Anxiety and Children's Stress in Italian Dyads.

There is evidence that parental psychological disorders in stressful situations increase the risk of disturbance in child development. This has been investigated in disasters but not in pandemics, which are sensibly different from other types of traumatic events. We investigated the relationship between mothers' anxiety and their children's (self-reported) stress and the boundary conditions of this association during the first full COVID-19 lockdown in Italy. During the COVID-19 pandemic, mothers might have increased their protective attitudes to secure and support their children; we tested whether the relationship between mothers' anxiety and children's stress was weaker (buffer effect) or stronger (over-protection effect) when perceived parental support was high. We measured mothers' anxiety, children's perceived parental support, and children's stress in a sample of 414 8- to 11-year-old primary school children (229 females, Mage = 9.44) and 395 mothers (Mage = 42.84). Results supported the over-protection scenario and provided the first evidence for the "helicopter-parent effect" during the COVID-19 pandemic: mothers' anxiety was positively associated with children's stress only when perceived support was high. Our finding highlights the importance of educating parents (for example, via emotional training) to prevent the worst consequences of adverse events in children and promote their mental health.

Outdoor Physical Activity and Play Among Canadian Children and Youth With Disabilities During the COVID-19 Pandemic: Findings From the National Physical Activity Measurement Study.

This study explored the association between socioecological factors and outdoor physical activity (PA) and play in children with disabilities during the COVID-19 pandemic. Parents (N = 133) completed a survey to report changes in their child's outdoor PA and play during the pandemic (from prepandemic levels), and child, household, and neighborhood environment factors. Children with a PA-supporting parent and from multichild and White households had lower odds of reporting decreased outdoor PA. Children from multichild, higher income, married couple households and a PA-supporting parent had lower odds of decreased outdoor play. Living in neighborhoods with higher urbanization (i.e., high dwelling density, street intersections, and land-use mix) was associated with greater odds of decreased outdoor PA and play. Future research that uses larger and more representative samples of children with disabilities is needed to test for the multivariate effects of socioecological variables on outdoor PA and play.

Parental support is important to improve clean and healthy living behavior for school-age children during the COVID-19 pandemic

"Introduction: School-age children are a critical age group because they are vulnerable to health problems that usually arise related to clean and healthy living behavior. The purpose of this study was to determine the relationship between parental support and clean and healthy living behavior as an effort to prevent covid-19 in students of SDN 1 Panglungan Wonosalam Jombang. Methods: Analytical research design with ""cross sectional"" approach. The population was 40 students from class V and VI. A sample of 37 students was taken using the Cluster Sampling technique. The instrument used a parental support questionnaire and clean and healthy living behavior. Data analysis used Spearmen Rank correlation statistical test with a significant level of = 0.05. Results: The results of the study were obtained from 37 respondents, almost entirely (81.1%) had a good level of support and most (62.2%) had a clean and healthy lifestyle as a good covid 19 prevention effort. Spearman rank correlation test analysis obtained p value of 0.01 <0.05, then h0 is rejected and h1 is accepted. Conclusion: There is a significant relationship between parental support and clean and healthy living behavior as an effort to prevent covid-19 in students of SDN Panglungan 1 Wonosalam Jombang. The role of nurses can provide nursing care in the form of education for children and parents, so that children are able to carry out clean and healthy living behaviors as an effort to prevent Covid-19"

Factors That Impact Parental Success in Supporting Childern's Distance Learning

Distance learning unexpectedly arrived to Russian schools in March 2020, schools and teachers were not ready for this training type. The aim of present paper is to collect and evaluate parents' view on family preparedness to distance education and on parents' and children' coping with school assignments during the lockdown. 304 parents were interviewed. The data provide evidence that the higher level of parental education is a factor in the efficient distance learning of their children. The higher level of parental education correlates with fewer children in the family, with the time spent by children on home assignments and the number of devices per family member. It was demonstrated that mothers lived through this period more easily than fathers. We found that the parents with a PhD degree provided the most effective support. It could be assumed, that studies at higher education institutions require time management. Having learned this skill, parents with higher education know how to selforganize and teach their children the same. Then, if our schools switch to remote teaching even partially, special guidelines with step-by-step explanations of the material shall be developed for parents. Furthermore, online counselling can be arranged for parents to present the course structure and the sequence of educational activities.

Effects of Socioeconomic Status, Parental Stress, and Family Support on Children's Physical and Emotional Health During the COVID-19 Pandemic.

In the current study, we conduct an exploratory study on children's emotional and physical health in response to the COVID-19 pandemic. The direct and interactive effects of parental stress, family socioeconomic status (SES), and family support on child adjustment were investigated. A total of 116 children of varied socioeconomic and their parents were interviewed. Parents with low household income perceived greater distress related to uncertainty and health worries compared to those with higher household income. However, it was among high-SES families that parental distress was associated with child difficulties. At a multivariate level, children's health was associated with SES, family support, and parental COVID-19 stress. Among families with low household income, when parents perceived low/average COVID-19 stress, family support worked as a protective factor for children's adjustment. Understanding how COVID-19 relates with children's emotional and physical health within families with low and high household income may help to inform recommendations for best practices, for example through family support interventions.

A weekly-diary study of students' schoolwork motivation and parental support.

BACKGROUND: Parental support plays an important role in children's schoolwork motivation and may have been even more important during the first UK COVID-19 pandemic lockdown because all schoolwork was completed at home. When examining the effect of parental support on children's schoolwork motivation, research has typically focused on comparing families with each other (i.e., difference between families). In reality, however, the effect unfolds as a transactional, bidirectional process between parents and children over time (i.e., a within family process). This research trend can result in imprecise conclusions about the association between parental support and schoolwork motivation. OBJECTIVES: We examined bidirectional effects of parental schoolwork support and children's schoolwork motivation at both the between-family and within-family level. METHODS: This study reports findings from a weekly-diary study conducted during the first UK COVID-19 school lockdown. Cross-lagged within and between multilevel modelling was used to analyse data from UK secondary school students (N = 98) in Years 7-9. RESULTS: Between-family results show no evidence of association between motivation and parental support. Within-family results indicate that higher motivation (assessed as higher expectations of success) predicted more support from parents. However, in contrast with predictions, weekly levels of parental support did not predict children's weekly fluctuations in motivation. CONCLUSIONS: Within-family results were not consistent with between-family results. This study is novel in showing that child-driven effects appear to be important in eliciting parental support within families over time.

Parent satisfaction when schools from home during the COVID-19 pandemic

The COVID-19 crisis has forced education systems around the world to look for alternatives to face-to-face teaching with learning from home. This kind of education system has never existed before in Indonesia. This condition raises parental concerns and dissatisfaction with learning outcomes and children's achievements, resulting in suboptimal parental support. This study aimed to examine the factors related to the level of satisfaction and the role of parents in providing support during the child's learning process from home. This study employed a cross-sectional design involving 130 parents who have children attending the Klaten District State Elementary School, Indonesia. The sampling technique was using proportional simple random sampling. Data were analyzed using simple and multiple logistic regression tests with type one error rates=5%. The results showed that the determinant factor influencing parental dissatisfaction was their perception of the lack of teacher support during the implementation of the home learning system. The low education of parents, their low perception of the learning system from home, and the decreased value of children’s knowledge affect parent satisfaction when schools from home (SFH). These factors contributed 65.42% affect parental support in assisting children when studying during pandemic COVID-19. © 2022, Intelektual Pustaka Media Utama. All rights reserved.

Environmental and social determinants of leisure-time physical activity in children with autism spectrum disorder.

BACKGROUND: It is increasingly recognized that children's physical activity behaviors are shaped by neighborhood environment factors and their parent's support. However, these factors have been scarcely studied among children with autism spectrum disorder (ASD), a population at risk of inactivity. OBJECTIVE: This cross-sectional survey study was designed to examine how neighborhood environmental factors and parental support are related to physical activity levels of children with ASD. Also, this study examined if the relationship between the environment and physical activity is modified by demographic factors and COVID-19 related concerns. METHODS: An online survey was completed by parents of children with ASD aged 10-17 years. The questionnaire included items related to environmental factors (i.e., distance to school, distance to park, existence of sidewalks, walkability), parent support for physical activity (i.e., encouraging, watching, and providing transportation), child's physical activity, and demographic characteristics. The instrument also queried parental concerns about COVID-19 and their child's physical activity participation. RESULTS: The results indicate that proximity to a local park and to school is positively associated with physical activity. Parent's encouraging behavior correlated with and predicted children's physical activity levels. Also, higher levels of COVID-19 related concerns among parents were related to decreased physical activity supporting behaviors. CONCLUSIONS: This study demonstrated that the neighborhood environment, in particular the distance between home and parks and schools, and parent support behavior are influential factors that may shape physical activity behaviors for children with ASD.

Perceived parental support and college students' depressive symptoms during the COVID-19 pandemic: The mediating roles of emotion regulation strategies and resilience.

The current study examined the mediating roles of emotion regulation strategies (i.e., cognitive reappraisal and expressive suppression) and resilience in the relationship between perceived parental support and depressive symptoms among college students during the first wave of the COVID-19 pandemic in China. A large sample of Chinese college students (N = 2, 423) participated in this investigation. Results indicated that perceived parental support was negatively related to depressive symptoms. The two emotion regulation strategies and resilience partially and serially mediated the relation between perceived parental support and depressive symptoms. Theoretical and practical implications of these results are discussed.

Research on the Influencing Factors of K-12 Students' Engagement in Home -based Online Learning during COVID-19 Pandemic

In the beginning of 2020, COVID-19 pandemic emerged in many regions of China, and the spring semester of primary and middle schools was postponed At the call of "Suspension of Classes but not Learning" by MOE, all educational institutes adopted the online learning methods. However, the home-based online learning lacks teacher supervision, peer support, classroom environment constraints. These intensify students' attention difficulty when compared with face-to-face learning in the classroom, which makes students' learning engagement more important to ensure the learning effect. According to online focus group interviews with the education experts and K-12 teachers respectively, the researchers found out some possible influencing factors to K-12 students' online learning engagement: perceived teacher involvement, perceived parental involvement, students' self-discipline, and student emotion. Therefore, this study proposes a prediction model from the above four aspects. By using multivariate linear regression analysis and variance analysis, this study finds: (1) Perceived teacher involvement, perceived parent support, student selfdiscipline and student emotion all have significant positive effects on online learning engagement. (2) There are significant differences in students' online learning engagement for different learning stages and different network environments at home Students' online learning engagement has no significant difference between urban and rural areas.

Carrying the Burden Into the Pandemic - Effects of Social Disparities on Elementary Students' Parents' Perception of Supporting Abilities and Emotional Stress During the COVID-19 Lockdown.

The COVID-19 pandemic has posed many challenges, especially for families. Both the public and the scientific community are currently discussing the extent to which school closings have worsened existing social differences, especially with regard to children's academic and socio-emotional development. At the same time, parents have had to manage childcare and home schooling alongside their jobs and personal burdens posed by the pandemic. Parents' possibilities for meeting these cognitive and emotional challenges might also depend on the different conditions in families. For this reason, the present paper investigates the structural and process characteristics of the family as well as children's and parents' psychological characteristics that predict how parents assess their ability to support their child's learning during homeschooling as well as parents' perceived emotional stress caused by school closure. The study analyses data of the Newborn Cohort Study of the German National Educational Panel Study. The two dependent variables (self-assessment of abilities, perceived stress) were measured during the COVID-19 pandemic after the first school closure in Germany, at a time when the children of this cohort were attending second grade. Besides a number of control variables (including the child's struggle with home schooling), families' structural characteristics [socioeconomic status (SES), education], process characteristics (home learning environment, HLE), parents' psychological characteristics (preceding psychological stress), and the child's psychological characteristics (self-regulation, school-related independence) from earlier waves were included as predictors. The results of structural equation models show that perceived stress was associated with structural factors and the preceding psychological stress of parents. Parents with higher preceding stress reported higher perceived stress. Interestingly, higher-educated parents also reported more stress than lower educated parents during the pandemic. The effect was the other way around for SES - parents with lower SES reported more stress than parents with higher SES. The self-reported abilities to support the learning of the child seemed to be mainly predicted by the parent's education as well as preceding psychological stress. To sum up, the results identify important aspects that determine how parents handle the challenges of the school closures. Especially, socially disadvantaged families carry their burden into the pandemic.

Parent and Teacher Support of Elementary Students’ Remote Learning During the COVID-19 Pandemic in Germany

The aim of the present study was to investigate the associations between parental and teacher support and elementary students’ academic skills during the COVID-19 pandemic. Building on data of an ongoing longitudinal study, we studied the roles of children’s (N = 63) academic skills before the first COVID-19 lockdown in Germany (March–June 2020) as predictors of individual differences in parental schoolwork support during the lockdown, and the contributions of parental and teacher support to students’ reading and mathematics skills after the lockdown. Findings indicated that children’s reading and mathematics skills before the lockdown predicted parental help, and reading skills predicted parental need-oriented support with schoolwork during the lockdown. Children who received more need-oriented support from parents showed a more favorable development of arithmetic skills across the lockdown. Indicators of teacher support did not explain individual differences in students’ academic skills after the lockdown period. © The Author(s) 2021.

Parental support for young learners’ online learning of English in a Chinese primary school

Online language learning is challenging to young learners who often need high levels of support from teachers and parents due to their limited skills in self-regulated learning. While technology integration in education is on the rise, there continues to be a lack of research into how young learners can be better supported in online language learning. This qualitative study examines how parents support young learners' online learning of English during the COVID-19 pandemic, based on interviews with 30 parents of students in Grades 1–5 at a Chinese primary school. The study reveals a range of supportive practices: monitoring of learning emerged as the top priority for parents, followed by affective, academic and technology support. Most of these parental support strategies were mediated primarily by the children's grade level and/or parents' socioeconomic background. Parents also sought teachers' help and played bridging roles to enable teacher-student interaction, particularly when they were unable to provide direct help themselves. Based on these findings, we proposed a tripartite model of parental support for young learners' online learning of English to include interactions between parents, young learners, and teachers, which may inform research and practice of young learners' online language learning.