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The COVID-19 pandemic brought about many changes in family routines and introduced new stressors for parents. While stressors can lead to parental burnout, coparenting support may mitigate the effects of parental stress on parental burnout. The current study explored the effects of parental stress, COVID-19 stress, and coparenting support on parental burnout during the second year of the pandemic. Participants consisted of one hundred fifty-five parents in the USA (M = 39.6, SD = 7.38;female = 94.8%). Results suggested parental stress was positively associated with parental burnout while coparenting support was negatively associated with parental burnout. These findings highlight the importance of addressing parental stress and support to minimize the risk of parental burnout. [ FROM AUTHOR] Copyright of Family Journal is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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The COVID‐19 pandemic has taken most part of the world by surprise. The orders of nationwide movement control and social distancing by the Malaysian authority to curb the spread of the airborne virus have sent working‐class families into a novel work‐from‐home condition. This study aimed to examine the association between positive experiences in parent–child relationships, parental stress and working parents' psychological well‐being in Malaysia during the pandemic by considering the mediating role of parental stress and the moderating role of parental gender role. A total of 214 working‐from‐home parents (Mage = 46.39;SDage = 9.06;51.9% working mothers;76.6% Chinese) participated in a cross‐sectional quantitative online survey. A significant positive relationship was found between parent–child relationships and parents' psychological well‐being. Parental stress was negatively correlated with parent–child relationships and parents' psychological well‐being. Meanwhile, parental stress significantly mediates the link between parent–child relationships and parents' psychological well‐being. Besides, parental gender role was found to be a significant moderator where fathers experience better psychological well‐being when they have more positive parent–child relationships. The findings further support the importance of positive interaction between parents and children and parental stress, which could affect parents' psychological well‐being. This study may fill a knowledge gap by providing an overview of working parents' psychological well‐being in their experience of working from home during the pandemic. [ FROM AUTHOR] Copyright of Child & Family Social Work is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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Despite the widespread use of distance learning during the coronavirus disease-2019 (COVID-19) pandemic, little is known about the developmental appropriateness of this instructional format for preschoolers, particularly when implemented in inclusive settings. The current research was implemented in a university-affiliated, state-funded inclusive preschool classroom focused on autism spectrum disorder (ASD) where parents were given the option to enroll in a full distance program (FDP) during the first 9 weeks of the 2020/21 school year. Parents of four children, including two children with ASD, selected the FDP option. Synchronous whole group, small group, and individual online sessions were recorded using screen capture and coded for children's maintained attention and directed communication. Further, parents and teachers completed exit interviews or a focus group, which were transcribed and analyzed using qualitative research methods. This is the first study to use observational methods to measure child engagement during preschool FDP sessions. Results from this mixed-method multiple case study paint a rich picture of both opportunities and limitations inherent in distance learning when implemented in inclusive preschool settings. General conclusions, future directions, and study limitations are discussed.
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This dissertation research study aimed to determine the predictors of early literacy skills in kindergarteners with dyslexia familial risk. The home literacy environment, preschool attendance, and parental self-efficacy are known predictors of early literacy skills, specifically letter naming knowledge, in typically developing children. Letter naming knowledge is an early literacy skill that is important to future reading achievement and outcomes. Letter naming knowledge is also a powerful pre-literacy predictor of dyslexia. Dyslexia commonly manifest as difficulties in acquiring basic reading skills and is highly heritable. The population for this study was primary caregivers of kindergarteners with a first degree relative with a diagnosis of dyslexia. Participants completed the Home Literacy Checklist, Tool to Measure Parenting Self-Efficacy via an online survey with questions regarding preschool attendance, letter naming knowledge skills, and the presence of a diagnosis of dyslexia among first degree relatives. SPSS Statistics (Version 28) was used to run descriptive statistics. The sample was comprised of 12 primary caregivers. This sample size was not appropriate for the chosen analysis of multiple regression. Using exploratory data analysis, the data was organized and summarized. Due to an inadequate sample size caused by a low response rate, no conclusions could be drawn from this data. The research questions were not answered and there were no findings. COVID-19 restrictions impacted research sites and the level of participation, with participants being less available, school closures, and mandatory quarantines, creating a difficult atmosphere for completion of this research study. As a result, the lack of data during the COVID-19 pandemic and subsequent lockdowns led to several revisions of the research plan. The revisions involved eliminating the need for standardized test scores, using primary caregiver report to determine the level of difficulty of letter naming knowledge of the kindergarten student, and using social media to recruit participants. Recommendations for further research were comprised of ways to increase the pool of participants by expanding inclusion criteria, eliminating the use of standardized test scores, considering the length of the survey, and the use of social media along with an incentive. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Problematic Internet use by children and adolescents has increased in recent years, causing negative consequences in the psychoemotional, physical, social, and academic development of minors. However, few studies have examined the change in problematic Internet use by minors following the pandemic. Thus, the main objective of this research was to study whether there has been an increase in problematic Internet use after the lockdown due to COVID-19, analyze if this increase is related to parental supervision and explore its link with age, gender, and non-educative online activities. This was a retrospective study including 156 parents of children (aged 5 to 16 years), who answered a set of questionnaires with good reliability to assess their children's problematic Internet use, the frequency of use of the activities that children perform on the Internet and the supervision that they give to their children. These variables were compared before and after the lockdown due to COVID-19. The results showed that there has been an increase in problematic Internet use by minors after the lockdown. On the other hand, the findings did not show a significant relationship between parental supervision and less problematic Internet use at either time point. It is noteworthy that parental supervision remained unchanged despite the increase in problematic Internet use after the lockdown. © 2023. Psy, Soc & Educ.
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Objectives: The main objective of the study was to identify developmental trajectories of parental burnout during the first year of the COVID‐19 pandemic. The study was designed to assess whether changes in parental burnout were related to levels of perfectionism, sense of parental identity, and COVID‐related stress. Background: Parental burnout is a consequence of chronic stress associated with the role of a parent. However, little is still known about how parental burnout changes over time and which factors are responsible for it. Method: Parents (N = 376;67% women) aged 19 to 30 years (M = 26.85 years, SD = 2.52) participated in all three waves of a longitudinal study spanning 12 months. Latent class growth analysis (LCGA) was used to determine parental burnout change trajectories. The R3STEP procedure was used to analyze the relationship between developmental trajectories identified and the other variables studied. Results: Three different trajectories of parental burnout were identified: high and stable (7%), low and stable (63%), and average and increasing (30%). Trajectories were associated with perfectionistic concerns, a sense of parental identity, and COVID‐related stress. Conclusion: The results revealed that most parents did not experience changes in parental burnout during the first year of the pandemic. However, up to one third of parents may have experienced a significant increase in symptoms during the study period. Implications: The findings from this study may be applicable to planning support programs for emerging adult parents at risk of burnout. [ FROM AUTHOR] Copyright of Family Relations is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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Objective: The COVID-19 pandemic is the deadliest pandemic in American history. This study aims to assess the differences in youth reported traumatic stress among those with and without chronic illness, and how those reports are impacted by parental level of concern regarding the COVID-19 pandemic. Methods: Using convenience sampling, parents and their children completed a series of questionnaires focused on demographic information including questions about medical conditions, parental level of concern about COVID-19, and youth-report of posttraumatic stress symptoms. Results: Results of the anonymous survey (n = 164) found that parental reported level of concern of COVID-19 significantly predicted youth report of posttraumatic stress symptoms (F(4, 159) = 2.607, p = .038). There was no significant difference in youth-report of posttraumatic stress symptoms between youth with and without chronic medical conditions (F(1, 162) = .438, p = .509). Conclusions: Children often look to their parents for guidance during stressful life events, as confirmed by our findings. Parental emotional and behavioral responses may influence how youth make sense of highly stressful events and should be considered when determining intervention strategies in the COVID-19 era. (PsycInfo Database Record (c) 2023 APA, all rights reserved) Impact Statement This study found that youth with and without chronic health conditions did not differ in their report of posttraumatic stress 6 months after the onset of the COVID-19 pandemic. However, youth report of traumatic stress symptoms was predicted by their parents' level of concern regarding the impact of COVID-19 on their families, suggesting the need for targeted parent-based intervention. Clinical interventions to prevent chronic posttraumatic stress responses in youth regardless of medical comorbidity are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Mental health in families has been affected by COVID-19 stressors. Parental stress and emotion regulation can moderate the emotional effects on their children. This study analyzes the role of parental stress as a mediating variable between parents' emotion regulation and children's symptoms. Participants were 214 parents of youth aged 3-17 years, who completed an online survey providing information about parental variables and symptoms in their children. The results show that parental stress mediates the relationship between parental emotion regulation and children's psychological symptoms. Thus, parents who used cognitive reappraisal strategy less frequently reported more psychological symptoms in their children and higher parental stress. Parents who used expressive suppression more frequently also reported more psychological symptoms in their children and higher parental stress. The present study provides novel information by relating parental psychological variables with psychological variables in youth during a period characterized by the most significant psychological impact of the COVID-19 pandemic. © 2023. Psy, Soc & Educ.
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Background: Of all teenage deaths caused by coronavirus disease 2019 (COVID-19), 47% occurred in children aged 0-9. Like many other infectious diseases, reducing mortality in children requires widespread vaccination. Despite the availability of the COVID-19 vaccine, a large percentage of children have not received the vaccine. Objective(s): This survey aimed to study parents' reluctance to receive the COVID-19 vaccine for their children in Shiraz, Iran. Method(s): An online questionnaire was sent to parents whose 5 to 11-year-old children had received no COVID-9 vaccine through the health educators of primary schools in Shiraz, Iran. The questionnaire contained demographic questions and 16 beliefs about COVID-19 vaccination that were answered as yes/no. Result(s): We assessed 1093 respondents, including 49.5% (n = 542) male and 50.5% female students' parents. The mean number of wrong beliefs was 7.21 +/- 2.80 in parents who had boys and 7.78 +/- 2.95 in girls' parents. Also, 78.6% of participants had at least five wrong beliefs or excuses for not vaccinating their children. Notably, 82.8% of mothers and 84.3% of fathers were vaccinated with 2-3 doses against COVID-19. The most common wrong beliefs were probable vaccines' side effects in the future, the undesirable effect of vaccination on children's growth, and the awful effect of the vaccine on fertility, with a prevalence of 82.7%, 81.2%, and 76.7%, respectively. Conclusion(s): This study identified that most participants believed that COVID-19 vaccines have side effects for their children and unfavorable effects on children's growth and infertility.Copyright © 2023, Author(s).
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Higher education has not been immune to the widespread disruption caused by the coronavirus pandemic, commonly known as COVID-19. Colleges have quickly evolved and adapted to this new normal, from leaving campuses to investing in online instruction and assisting students and staff remotely. However, international lockdowns have had a devastating effect on graduating high school students who had planned to study abroad. According to a survey by Quacquarelli Symonds (QS), a highly revered annual publication of global ranking for educational institutions, more than 48% of Indian students intending to study abroad changed their minds because of the COVID-19 outbreak. This study aims to discuss how the pandemic affected students' decision-making on a wide range of factors. The study's goals are to determine whether the coronavirus affected college students' plans to study abroad, including how it influenced the students' interest in pursuing their higher education and how factors such as financial breakdown, parental emotion, and fear of the pandemic have impacted students' intentions to study overseas. The research will collect and analyze primary data quantitatively to test the hypothesis and provide solid evidence for the goals. The study's findings reveal that students' perspectives differed, suggesting that some students considered deferring their overseas education plans in response to the worsening epidemic. In contrast, others embraced the option of studying online, either in India or Abroad (by enrolling in hybrid or roaster classes).Copyright © 2022, Anka Publishers. All rights reserved.
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We explored parent's intention to vaccinate their children aged 5–11 against corona and factors influencing this. A survey, including open and closed questions, was distributed among parents (N = 214, 57,8% female) at booster vaccination locations in Rotterdam. The survey was subdivided in three categories: background variables of the participant (parent), background variables of his/her children, determinants of vaccination-intentions and information needs. Results show that 43% of the parents intended to vaccinate their children. Parents attitude towards vaccination was ambivalent, they rated the likelihood for children to get infected with corona relatively high and the severity of corona for children relatively low. The response to potential harmful effects of the vaccine were ambivalent as well. Attitude was the strongest correlate of vaccination-intention and mediated the effects of likelihood, severity and harmfulness. Most parents would take the decision together with the partner, but also with the child. The open questions showed that the most common reason to vaccinate the child was to protect the child or others. Reasons mentioned for not vaccinating the child were mostly worries regarding side-effects and doubts about the added value of vaccinating children. In the discussion, communication and intervention options to enhance vaccination intentions are described. Samenvatting: We hebben onderzocht wat de bereidheid van ouders is om hun kinderen van 5 tot 11 jaar te laten vaccineren tegen corona en factoren die hieraan bijdragen. Op boostervaccinatielocaties in Rotterdam is aan ouders (N = 214, 57,8 % vrouw) een vragenlijst uitgedeeld met open en gesloten vragen. De vragenlijst was onderverdeeld in drie categorieën: achtergrondvariabelen van de deelnemer (ouder), achtergrondvariabelen van zijn/haar kinderen, en determinanten van vaccinatiebereidheid en informatiebehoeften. De resultaten laten zien dat 43,0 % van de ouders bereid was hun kinderen te vaccineren. Ouders hadden een ambivalente attitude ten aanzien van vaccineren, en schatten de kans op corona bij kinderen relatief hoog en de ernst van corona bij kinderen relatief laag in. De visie op schadelijkheid van het vaccin was ambivalent. Attitude was de sterkste voorspeller van vaccinatie-intentie en medieerde de effecten van kans, ernst en schadelijkheid. Veel ouders zouden de beslissing met de partner, maar ook met het kind nemen. In de open vragen gaven ze als redenen om het kind wel te vaccineren vooral dat ze het kind of anderen wilden beschermen. Redenen om het kind niet te vaccineren waren vooral zorgen over bijwerkingen en twijfel over de meerwaarde van het vaccineren van kinderen. De beschouwing beschrijft communicatie- en interventiemogelijkheden om vaccinatiebereidheid te bevorderen.
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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.
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OBJECTIVE: To explore potential categories of parental social support for young parents under the coronavirus disease 2019 (COVID-19) epidemic, and to examine correlations of different types of parents' social support with parental burnout. METHOD(S): In April 2020, we conducted an online voluntary survey among young parents across China with scales and a self-designed questionnaire. The latent profile analysis method was used to analyze parents' received social support and perceived social support. The social support categories were taken as independent variables and parental burnout as dependent variables, and multiple regression analysis was carried out to explore the relationship between received social support, perceived social support and parental burnout. Finally, the moderating effect of resilience between social support groups and parental burnout was discussed. RESULT(S): The results of latent profile analysis revealed three potential types of received social support, namely isolate, normal, and multi-support and the proportions of the respondents with the three profiles were 14.1%, 78.0%, and 7.9%. Four potential types of perceived social support, namely, indigent, medium, affluent and divergent and the proportions of the respondents with the four profiles were 13.7%, 29.6%, 25.3%, and 31.3%. Among them, the parents with divergent perceived social support had more perception of social support from the couple, family and relatives, but less perception of social support from net-friend, social organizations and the government. Regression analysis showed that there was no statistically significant correlation between different profiles of received social support and parental burnout, and among the groups of perceived social support, there was a statistically significant correlation between indigent and divergent types of social support and parental burnout. The divergent parents had lower levels of parental burnout compared with indigent (beta=-0.120, P=0.003). Also, resilience moderated the effect of divergent perceived social support and parental burnout. Compared with the parents with low resilience, the parents with high resilience perceived divergent social support with lower parenting burnout. CONCLUSION(S): There are prominent latent types of received social support and perceived social support under epidemic. People with divergent perceived social support (more perceived supports from partner, family and friends) are prone to have a relatively lower risk of parental burnout. Parents with higher resilience will be more sensitive to the support of close acquaintances, and can better resist parental burnout.
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Gaelic is a minoritised indigenous language of Scotland, with its traditional heartland in the rural north-west of the country. The education system, and in particular Gaelic Medium Education (GME), has been recognised as an important strand of the language maintenance and support initiatives. The provision of GME has grown significantly since its inception in the early 1980s, it remains on the -periphery' of the education system, with around 0.9% of all primary school pupils enrolled in GME settings. The ongoing language shift from Gaelic to English, a process that has been particularly pronounced in the traditional heartlands of the language, and the resulted decline in the use of Gaelic as the language of the home, the family, and the community, raises the question of how GME can contribute to a sustainable future for Gaelic. This article will discuss the findings of a small-scale mixed method practitioner enquiry study, which incorporated parental questionnaires, classroom observations, class-based language assessments and focus groups, to explore the use of blended learning approaches to enhance the development of language skills. The results of this study, conducted initially to evaluate the impact of the Covid-19 school closures on the linguistic proficiency of children in Primary 1 to Primary 3 enrolled in GME, show that pupils who were actively engaged in online learning activities showed a greater confidence and proficiency in their use of Gaelic compared to their peers who had not used these materials to support their learning, as well as increased involvement of caregivers in these Gaelic homework tasks. These findings allow for a re-imaging of approaches to homework in minority language immersion contexts to support the acquisition and use of the minority language beyond the classroom. © Society for the Provision of Education in Rural Education. All Rights Reserved.
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This chapter draws out the existential themes that have emerged for mothers during the Covid-19 pandemic and how they have had an impact on their lives. Birth, death and motherhood are all corporeal events which ground people in the physical dimension. Whereas the physical dimension of maternity in the pandemic was dominated by the safety and risk pole of existence for mothers, in the social dimension the focus was on isolation and belonging;and these two dimensions became interconnected. The way in which the issues of mortality and natality, of life and death, were manifested in women during the pandemic was through a preoccupation with the safety and risk pole of existence, which in turn led to worry, anxiety and fear. For women, those wanting to conceive during the pandemic it became a mission of trying to plan for the unknown. For the majority of women, the thought of giving birth is often felt with trepidation and anxiety about what will happen and how the birth will proceed but at the same time excitement and anticipation of finally meeting their baby. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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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.
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The COVID-19 pandemic brought dramatic changes to society, and many temporary changes, such as lockdowns and school closures, have had lasting effects on education and learning. School closures temporarily moved education to the home, where parents had to take responsibility for their children's education, and technology became an essential tool for supporting learning. This study examines the impact of parental confidence in using technology on parental support for children's education at home during the first COVID-19 lockdowns. Researchers and educational officers from 19 countries conducted an online survey from May to July 2020 and collected data from 4600 parents with children 6-16 years old. Participants were selected via snowball sampling. Data were analyzed quantitatively using simple tabulation, correlation analysis, and multiple linear regression. The results showed a relationship between parental support for children's education at home and parental confidence in using technology in all participating countries except for Pakistan. Furthermore, the data indicated that in almost all participating countries, parental confidence in using technology greatly impacted parental engagement in children's education at home, even after controlling for socioeconomic status. Supplementary Information: The online version contains supplementary material available at 10.1007/s43545-023-00672-0.
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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.
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In this study we surveyed families' experiences with parental depression, stress, relationship conflict and child behavioural issues during 6 months of the coronavirus (Covid-19) pandemic through the Covid-19: Global Social Trust and Mental Health Study. The current analyses used data collected from online surveys completed by adults in 66 countries from 17 April 2020 to 13 July 2020 (Wave I), followed by surveys 6 months later at Wave II (17 October 2020-31 January 2021). Analyses were limited to 175 adult parents who reported living with at least one child under 18 years old at Wave I. Parents reported on children's level of externalising and internalising behaviour at Wave I. At Wave II, parents completed self-reported measures of stress, depression and inter-partner conflict. Child externalising behaviour at Wave I significantly predicted higher levels of parental stress at Wave II, controlling for covariates. Child internalising behaviour at Wave I did not predict parental stress or depression, controlling for covariates. Neither child externalising nor internalising behaviour predicted parental relationship conflict. The overall findings demonstrate that child behaviour likely influenced parental stress during the Covid-19 pandemic. Findings suggest that mental health interventions for children and parents may improve the family system during times of disaster.
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BACKGROUND: The COVID-19 pandemic prompted rapid federal, state, and local government policymaking to buffer families from the health and economic harms of the pandemic. However, there has been little attention to families' perceptions of whether the pandemic safety net policy response was adequate, and what is needed to alleviate lasting effects on family well-being. This study examines the experiences and challenges of families with low incomes caring for young children during the pandemic. METHODS: Semi-structured qualitative interviews conducted from August 2020 to January 2021 with 34 parents of young children in California were analyzed using thematic analysis. RESULTS: We identified three key themes related to parents' experiences during the pandemic: (1) positive experiences with government support programs, (2) challenging experiences with government support programs, and (3) distress resulting from insufficient support for childcare disruptions. Participants reported that program expansions helped alleviate food insecurity, and those attending community colleges reported accessing a range of supports through supportive counselors. However, many reported gaps in support for childcare and distance learning, pre-existing housing instability, and parenting stressors. With insufficient supports, additional childcare and education workloads resulted in stress and exhaustion, guilt about competing demands, and stagnation of longer-term goals for economic and educational advancement. CONCLUSIONS: Families of young children, already facing housing and economic insecurity prior to the pandemic, experienced parental burnout. To support family well-being, participants endorsed policies to remove housing barriers, and expand childcare options to mitigate job loss and competing demands on parents. Policy responses that either alleviate stressors or bolster supports have the potential to prevent distress catalyzed by future disasters or the more common destabilizing experiences of economic insecurity.