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1.
Int Rev Educ ; 68(4): 539-549, 2022.
Article in English | MEDLINE | ID: covidwho-2085506

ABSTRACT

What does the analysis of school support practices during lockdown in France tell us about the fabrication of educational inequalities? The question of parental monitoring of schoolwork has long been absent from French sociology of education. Based on French sociologist Pierre Bourdieu's concept of cultural assimilation, the traditional assumption was that family socialisation operates in an "osmotic" way and that studying parents' concrete, voluntary and explicit practices to support their children's schoolwork would not yield much new information. This research note takes the opposite view and demonstrates, on the basis of a survey using a questionnaire (n = 31,764) supplemented by a series of interviews (n = 18) conducted in France during the spring 2020 lockdown, that there are strong differences depending on social background. The early results of this survey suggest in particular that limiting explanations for social inequalities in homeschooling to a digital divide is too simple. The pedagogical dimensions of social inequalities in children's educational achievements must also be taken into account. The author introduces French theories about the "relationship to knowledge" (les théories du rapport au savoir) as a suitable theoretical approach to investigating this dimension.


Les inégalités scolaires en France : Une enquête sur les pratiques parentales lors du première confinement de COVID-19 ­ Qu'est-ce que l'analyse des pratiques de soutien scolaire pendant le confinement en France nous apprend sur la manière dont se constituent les inégalités scolaires ? La question du suivi parental du travail scolaire a longtemps été absente de la sociologie française de l'éducation. S'appuyant sur le concept de capital culturel de Bourdieu, l'hypothèse traditionnelle peut être résumée ainsi : la socialisation familiale fonctionne de manière « osmotique ¼ et, par conséquent, l'étude des pratiques concrètes, volontaires et explicites des parents pour soutenir le travail scolaire de leurs enfants n'est pas d'une grand utilité. Cette note de recherche prend le contre-pied de ce postulat et démontre, sur la base d'une enquête par questionnaire (n = 31.764) complétée par une série d'entretiens (n = 18) menée en France pendant le confinement du printemps 2020, qu'il existe de fortes différences selon le milieu social. Les premiers résultats de cette enquête suggèrent notamment qu'il n'est pas possible de réduire les explications des inégalités sociales en matière de d'école à la maison à l'existence d'une « fracture numérique. La dimension pédagogique des inégalités sociales dans les résultats scolaires des enfants doit également être prise en compte. L'auteur présente les théories françaises du rapport au savoir comme une approche théorique adéquate pour étudier cette dimension.

2.
Dissertation Abstracts International Section A: Humanities and Social Sciences ; 83(11-A):No Pagination Specified, 2022.
Article in English | APA PsycInfo | ID: covidwho-2046255

ABSTRACT

The present study examined whether parental involvement within the framework of the parent-teacher relationship as established through Conjoint Behavior Consultation (CBC) enhances the academic achievement of students diagnosed with High Functioning Autism Spectrum Disorder (HFASD). Due to the COVID 19 pandemic, this study began with the intervention group learning via a hybrid model and control group learning virtually. Unavoidable complications mid study caused an alteration of the instructional model for some students in the control group which altered the variables for that group and overall results showed growth in academic achievement from May to June. Through visual analysis, results revealed additional progress of the intervention group beginning in February. This demonstrates that by addressing interfering behaviors of students diagnosed with HFASD, this increased their availability to learn which resulted in increased academic progress on math, reading and writing goals, as compared to a control group who did not receive the CBC intervention. For students in the intervention group, out of 18 total goals,10 were mastered compared to the control group that mastered only five goals by the end of the school year. This study provides teachers and consultants with sufficient evidence that CBC is an effective intervention to increase the academic achievement in students diagnosed with HFASD and of the importance of establishing a collaborative home-school relationship. Future research can utilize the results of this current study to determine whether the addition of CBC as an intervention added to the program for students with HFASD could result in future mainstreaming opportunities. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

3.
Dissertation Abstracts International Section A: Humanities and Social Sciences ; 83(11-A):No Pagination Specified, 2022.
Article in English | APA PsycInfo | ID: covidwho-2045099

ABSTRACT

As the prevalence of autism spectrum disorder (ASD) in American children has increased over the past decade, many local and state agencies are seeking avenues to become more efficient in the type of training services they offer. One such training is referred as Autism Parent Training (APT). The purpose of this study is to explore the relationship between fathers' participation in APT and the factors related to involvement with their children prior to training and after attending training. This study relied on the developmental learning perspective as a theoretical framework, which asserts that the experience a person has in his/her life can contribute to defining one's parenting style. The focus of this study was a group of 42 fathers who have children with ASD and who attended APT class. The Fathers of Children with Developmental Challenges scale was used to evaluate the fathers with regards to their feelings of stress, coping strategies for stress, ideas about responsibility, and ability to be involved. The group was evaluated prior to the training period, immediately after the end of the training, and 30 days after the training period. A one-way ANOVA with repeated measures and a paired t test were conducted to compare changes in performance across time for each of the dependent variables. The study did not produce a significant effect as the sample size was too small. The study was modified from its original design due to COVID: face-to-face training and recruitment that was replaced by online training and recruitment. If the study could have been completed in its original format, the result could have been significantly different. This study highlights the gap in knowledge regarding support for father involvement and children with ASD, a critical area for positive social change. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

4.
Encyclopaideia ; 26(63):7-29, 2022.
Article in English | Scopus | ID: covidwho-2025276

ABSTRACT

COVID-19 added a new dimension to the relationship between school professionals and students’ families: a virtual one. To explore this shift and the associated challenges, we performed a bibliomet-ric analysis of research literature published on the topic to the end of 2021. Our guiding question was: what kind of themes are emerging in literature on the school-family relationship in association with COVID-19? Our search of Scopus, Web of Sciences and ERIC retrieved 286 articles. Using VOSviewer, we conducted a bibliometric analysis based on article keywords to map the field, pro-ducing a visual representation of networks of themes. Four clusters emerged: “educational players”, “distance learning”, “partnership” and “social context”. Unsurprisingly, the analysis suggests a shift in the roles of parents and teachers, with the digital sphere becoming central to their relationship. Beyond this, the crisis has cast light on both existing problems and the potential of a partnership based on a genuine sharing of responsibility. © 2022 Paola Dusi, Audrey Addi-Raccah.

5.
Encyclopaideia ; 26(63):45-56, 2022.
Article in English | Scopus | ID: covidwho-2025273

ABSTRACT

The paper focuses on parents and parental involvement in Germany as well as the challenges which became visible during the COVID-19 pandemic. As has been the case in many other countries, the notion of parents as partners, is the focus of normative discussion about how to engage with parents. However, looking at the role actually played by parents in school settings, and the way school institutions interact with them, it can be seen that there is a difference. This paper describes: first, how the different roles that parents played were understood, prior to the pandemic;secondly, the part played by parents while schools were closed as a result of the pandemic;and thirdly, the strengthening of home-school partnerships in Germany, contrasting this with the roles parents take within them. The results are critically assessed under the broader perspective of defamilialism versus familialism. © 2022 Angelika Paseka, Dagmar Killus.

6.
Dissertation Abstracts International Section A: Humanities and Social Sciences ; 83(11-A):No Pagination Specified, 2022.
Article in English | APA PsycInfo | ID: covidwho-2012871

ABSTRACT

School closure during the COVID-19 pandemic brought unprecedented challenges to students with disabilities and their families as parents struggled to support their students with disabilities during online learning. The researcher used a single case qualitative study to examine the perceptions of parents of students with disabilities regarding educators' compliance with the IEP during the online learning conditions that schools have implemented as a result of the COVID-19 pandemic. A semi-structured interview with 15 parents of students with disabilities from the Special Needs Parents Support & Discussion Group on Facebook was conducted. The researcher also used a biographical questionnaire to gather pertinent data about the participants. The data was collected through Zoom and NVivo Analysis Software was used to determine themes and patterns. The themes indicated that overall, the parents believed that educators and service providers ensured that the IEP remained complaint by ensuring that the services and instruction were available and implemented as mandated by the IEP. Communication and collaboration between the parents and school personnel contributed to increased parent involvement in supporting their students with disabilities during online learning, that in turn, impacted their students' academic performance and participation. The implication of the study is that parent involvement in the IEP process, as well as the overall academic of their students with disabilities impact their perception of the compliance of the IEP. The first recommendation for practice is for school leaders and educators or service providers to provide opportunities for enhanced parent involvement. Another recommendation is that the school must improve communication with the parents. A third recommendation is that the attendance and format of the IEP meeting must remain consistent when conducted in-person or virtually. Lastly, the school needs to employ opportunities for the continued use of technology, as well as access to high-speed Wi-Fi for the delivery of instruction and services to students with disabilities. The first recommendation for research is to conduct a qualitative case study involving the perceptions of fathers and their involvement as a support system for their students with disabilities during online learning. Another recommendation is to conduct a qualitative case study that examines the perception of students with disabilities during online learning and the impact of parent involvement on their academic development. A third recommendation is to conduct a quantitative study with a larger sample to examine the relationship between parent involvement and academic achievement of students with disabilities during online learning. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

7.
Psicoperspectivas ; 20(3):1-12, 2021.
Article in Spanish | APA PsycInfo | ID: covidwho-2012455

ABSTRACT

Although men are increasingly willing to participate in the care of their children, women are still mainly responsible for them, despite having been in the labor market for decades. The experience of quarantine, a preventive health measure against the contagion of COVID-19, left families confined to their homes and made the issue of care visible globally. The following study sought to identify the impact of the crisis produced by the social outbreak in Chile and the COVID-19 pandemic on the distribution of unpaid work and parental involvement. Through a cross-sectional, qualitative exploratory design, five upper-middle-class heterosexual couples were interviewed during the first year of their first baby's life. The results show that, although couples continue to view the woman as the main caregiver and the man as the provider, confinement has enabled greater parental involvement, which has been positively signified by both members of the couple. More research is still needed on the unequal and sexist distribution of care and the evolution of paternal involvement after a pandemic. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Spanish) Si bien los hombres estan cada vez mas dispuestos a participar en los cuidados de sus hijas e hijos, mayoritariamente son las mujeres las principales responsables de estos. La vivencia de la cuarentena, medida sanitaria de prevencion del COVID-19, dejo a las familias confinadas en sus hogares y visibilizo el tema de los cuidados globalmente. El siguiente estudio busco identificar el impacto de la crisis producida por el estallido social en Chile y la pandemia del COVID-19 en la distribucion del trabajo no remunerado y el involucramiento paterno. Desde un diseno exploratorio de caracter cualitativo y corte transversal se entrevisto a cinco parejas heterosexuales durante el primer ano de vida de su bebe. Los resultados evidencian que, si bien las parejas visualizan a la mujer como la cuidadora principal y al hombre como proveedor, el confinamiento ha posibilitado un mayor involucramiento paterno, lo que ha sido significado de forma positiva por ambos miembros de la pareja. Aun se hace necesario investigar mas acerca de la distribucion inequitativa y sexista de los cuidados y la evolucion del involucramiento paterno. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

8.
TOJET: The Turkish Online Journal of Educational Technology ; 20(1):85-94, 2021.
Article in English | APA PsycInfo | ID: covidwho-1989708

ABSTRACT

This research paper's focus is to portray and analyse different ways of how participants of the educational system in the Republic of Croatia have reacted to the pandemic caused by the virus SARS-CoV-2. Pupils' right to education, as one of their basic rights, was enabled by the Government of the Republic of Croatia's decision to organise distance learning. The part of the system which encountered most challenges during transitioning to online education was in classes first to fourth due to the pupils, because of chronological age and digital and computer literacy level, requiring parents' assistance in order to successfully accomplish educational outcomes. The involvement of parents, who because of child's impossibility to independently carry out duties, have taken on a role of a substitute teacher overnight which consequentially resulted in their overload. The key element in distance learning is independence of pupils which is questionable in the chosen segment of the educational system. In addition to independence of pupils, this paper distinguishes two other important factors: pupils' spatial-materialtechnical learning conditions necessary to undertake distance learning and cooperative relationship between parents (as substitute teachers) and "real" teachers which takes on a new dimension in the newly emerged situation. The empirical research's goal was an inquiry into parents' attitudes and experiences in three categories (independence of pupils, spatial-material-technical conditions and teachers' requirements). Research results show the existence of difference in parents' attitudes considering their structural characteristics (age, sex, educational status). Furthermore, research participants show mostly positive feedback information in relation to general attributes of distance learning, and results confirm the existence of differences in attitudes in questioned categories. Based on research results we can conclude that distance learning asks of parents, whose children are pupils of classes first to fourth, for a new level of investment for which they require pedagogical support and guidance. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

9.
Dissertation Abstracts International Section A: Humanities and Social Sciences ; 83(10-A):No Pagination Specified, 2022.
Article in English | APA PsycInfo | ID: covidwho-1989504

ABSTRACT

Parental involvement has been strongly associated with improved educational outcomes for elementary school-aged children. Regardless, parental involvement has been lacking in many school districts, though the causes of reduced involvement remain understudied. The purpose of this qualitative case study was to investigate the reasons for the decline in parental participation and explore parents' perspectives of parental involvement with their children's academic success in an elementary school in southern California. Using Bronfenbrenner's bioecological theory and Epstein's overlapping spheres theory as the theoretical framework for this study, this study focused on a two research questions exploring the perspectives of parent's involvement and its impact on a child's academic success and identifying effective strategies an elementary school can implement to enhance parental support. A purposive sample of 16 parents, guardians, foster parents, grandparents, and relatives that function as parents with at least one kindergarten to a fifth-grade level child studying in an elementary school in southern California were interviewed. Findings revealed that parents believed the home and school environments served as the immediate setting where the child's educational development occurs. However, parents' commitment to their jobs and relationships hindered their ability to be involved in their child's education. Further, participants believed schools effectively communicated with parents to help them be involved in their child's education. However, recommended that schools further enhance parental involvement through promoting parents' stronger presence in the school community. Findings highlighted the challenges that parental figures face in supporting their children with their education. These important insights may be beneficial in a post-COVID-19 reality, as parents face the novel responsibilities of acting as a parent and teacher. Future research should focus on students' perspectives, or a mixed methods approach to fully explore this phenomenon. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

10.
Cakrawala Pendidikan ; 41(2):481-493, 2022.
Article in English | Scopus | ID: covidwho-1988807

ABSTRACT

The Covid-19 pandemic has been increasing the demand for creative and innovative strategies for early childhood education in achieving adequate educational goals. The present study aimed to empirically find out the effect of the use of tutorial video and children worksheet on preschool children’s motivation and parents’ involvement in accompanying children during study from home period. This research is experimental with a one-group pre-test-post-test experimental design. The population of this study were parents of grade A kindergarten children consisting of 8 kindergarten schools through purposive. Each class consists of 12-20 parents. The research sample consisting of two classes was divided into class A as an experimental group and class B as control group. Data collection using parental involvement and motivation questionnaires, observation, interviews, and documentation. Data analysis used used T-test and analysis of variance (ANAVA) paths. The results showed that there was a significant difference both in parents' motivation and involvement when using children's worksheets and tutorial videos obtained from the results of analysis with ANAVA by the sig. value of 0.01 <0.05, which means the using children's worksheets and tutorial videos was enhancing parents' motivation and involvement in assisting children's learning process. © 2022, author.

11.
Child Indic Res ; : 1-15, 2022 Aug 09.
Article in English | MEDLINE | ID: covidwho-1976873

ABSTRACT

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.

12.
South African Journal of Childhood Education (SAJCE) ; 12(1), 2022.
Article in English | ProQuest Central | ID: covidwho-1954244

ABSTRACT

Background: Successful interventions targeting families can only occur through informed research findings. It is important that policymakers understand the unique household dynamics that low-income households face and the kinds of assistance they need to foster early learning and development at home. Aim: To investigate the extent of parental involvement in the early learning of preschoolers in Philippi and the role of the home environment in promoting or hindering early learning and development. Setting: This study was conducted in Philippi, one of the biggest poor urban settlements in the city of Cape Town, South Africa. Methods: The researcher visited 20 early childhood development (ECD) facilities and 40 caregivers in Philippi. Face-to-face interviews were conducted with the ECD principals, practitioners and caregivers. Results: The analysis of the results of the study revealed that, for the most part, preschoolers in Philippi live in household environments that do not encourage or support early learning and development. Moreover, parental involvement in such preschoolers is limited by the parents’ unwillingness or inability to take up opportunities for involvement in the facility and to regularly engage in stimulation activities at home. Conclusion: Given their low-income, low-educational status and general lack, parents need a clearer framework on how to become involved and how to provide a conducive household learning environment to preschoolers.

13.
Interchange (Tor : 1984) ; : 1-27, 2022 Jun 01.
Article in English | MEDLINE | ID: covidwho-1942232

ABSTRACT

This article contributes to the on-going discussion of parental involvement in the education of children, with emphasis on new and unfamiliar roles of parents during the COVID-19 pandemic. The case study undertaken focuses on parents of first graders who belong to non-vulnerable and vulnerable social groups, and the first-grade teachers of a public primary school in the north of Greece. Research questions address the experience of 'parents-teachers', the need for technological tools and the required digital literacy, as well as the impact of homeschooling on the wellbeing of the family unit. Data were collected using semi-structured individual interviews. The data analysis shows that parents of both social groups took on the role of the teacher to accommodate the learning challenges of first graders. Mothers from vulnerable groups, in particular, encountered various challenges when attempting to support their children mainly in language lessons. Regarding the use of new technologies, the pandemic found parents of both groups unprepared and unfamiliar with the process of distance education. Stress and worry were the dominant emotions from the very start of homeschooling during the early stages of the pandemic while towards the end of the first lockdown, exhaustion overwhelmed parents and pupils. The article concludes with emphasizing the importance of active parental involvement and coaching that enables parents to contribute substantially to their children's education in emergency situations.

14.
Educ Inf Technol (Dordr) ; 27(4): 4817-4839, 2022.
Article in English | MEDLINE | ID: covidwho-1942136

ABSTRACT

Covid-19 has affected the everyday educational lives of students, teachers, administrators, and parents. Parents who are living in low-income and disadvantaged communities are probably more likely than others to have been affected by the pandemic in relation to their children's distance learning. This study focused on the perceptions, predictions, and suggestions of female breadwinner parents from low-income families regarding their children's distance learning. Data were collected from 12 mothers who participated in a three-stage focus group study. The data from the focus group discussions were thematically analyzed into three categories: (1) financial issues, (2) social and cultural issues, and (3) educational issues. Additionally, the findings presented the breadwinners' general and technological reasons for their predictions for enhancing education in the future if schools return to face-to-face learning or pursue a blended learning approach. The breadwinners suggested three approaches to teaching and learning for the following academic year. The findings of this study may be useful in the development of educational policies and training programs to provide essential social and technological support to low-income families to address their needs in the online learning environment and to improve digital equity for low-income families who are likely to be educationally disadvantaged.

15.
Int J Environ Res Public Health ; 19(14)2022 07 19.
Article in English | MEDLINE | ID: covidwho-1938821

ABSTRACT

The study had four objectives: (a) identifying and characterizing strategies for involving parents of students with SEN (students with special educational needs) in remote education during the COVID-19 pandemic; (b) comparing these strategies with those used by parents of students without SEN (non-SEN students); (c) identifying predictors of parental involvement in the remote education of students with SEN; (d) checking whether the identified strategies differentiate the perceived barriers and benefits of remote learning. In total, 421 parents of primary school students participated in the study, 83 of whom (20%) were parents of children with SEN (SEN group). Based on the factor analysis of the results (respondents completed a 66-item electronic questionnaire), three main strategies for parental involvement in children's remote education were identified: (1) committed teacher (CT), with 40% in the SEN group and 55% in the non-SEN group; (2) autonomy-supporting coach (ASC), with 22% in the SEN group and 26% in the non-SEN group; (3) committed teacher and reliever (CTR), with 38% in the SEN group and 19% in the non-SEN group. The strongest predictor of parental involvement with SEN students in the role of committed teacher was excessive demands from school. Parents whose children showed low motivation to learn were the most likely to do some of their children's school tasks for them and apply the committed teacher and reliever strategy. The positive aspects of remote education were mostly noticed by moderately committed parents who gave their children a lot of autonomy (autonomy-supporting coaches). The obtained results can be included in the optimization of schools' activities in terms of organizing remote education for students with SEN and cooperating with parents.


Subject(s)
COVID-19 , Education, Special , COVID-19/epidemiology , Child , Humans , Pandemics , Poland , Students
16.
International Journal of Public Health Science ; 11(3):800-807, 2022.
Article in English | Scopus | ID: covidwho-1934613

ABSTRACT

Living in a world of unstable and fluctuating economy has put children’s development at risk particularly children from low-income families. Hence their development should be on alert. The concern regarding online learning is crucial towards children’s emotional development as it can positively or negatively affect them. In the volatility, uncertainty, complexity, and ambiguity (VUCA), no other performance is relevant due to high-speed change. Children as young generations today have more disruptive behaviours causing adults to be fearful in dealing with their unruly behaviour. This study discovered the impact of the current environmental situation of uncertainty and parent-child relationship on children’s emotional development. In view of the COVID-19 pandemic restrictions and preventive measures, the study was conducted with parents’ consent using an online survey tool administered using Google Form. The quantitative survey comprised general population-CORE (GP-CORE) and perceived stress scale (PSS) questionnaires from 108 respondents studying in primary schools around urban areas in Selangor, Malaysia. The findings were analysed and described descriptively. Findings showed that children are greatly affected by parents’ job loss and low-income households’ instability, causing emotional stress when learning from home. Therefore, the study can be the mechanism to aid the educational system in emphasising emotional learning in school. © 2022, Intelektual Pustaka Media Utama. All rights reserved.

17.
Dissertation Abstracts International Section A: Humanities and Social Sciences ; 83(9-A):No Pagination Specified, 2022.
Article in English | APA PsycInfo | ID: covidwho-1929375

ABSTRACT

Parent involvement has a positive influence on academic performance of students. However, the level and experiences of parent involvement in rural Title I schools serving kindergarten through third (K-3) grade students during the COVID-19 pandemic was unknown. The purpose of this basic qualitative study was to explore early childhood teachers' and parents' perspectives on parent involvement in the home during the COVID-19 pandemic for two rural Title I schools serving K-3 students in the southern United States. Bronfenbrenner's bioecological systems theory of human development and two of Epstein's six types of parent involvement (communication, learning at home) framed this study. Eight teachers who had been employed in grades K-3 for a minimum of 1 year and eight parents who had a student enrolled in grades K-3 in the same school were purposefully selected for interviews. Interview transcripts were analyzed using an inductive process to reveal four themes for teachers and parents: (a) communicated in multiple ways;(b) collaborated in multiple ways;(c) shared resources with stakeholders;and (d) discovered their increased agency from challenges. Teachers and parents both shared they increased their sense of agency and involvement by addressing challenges due to changes related to COVID-19;therefore, it is recommended that more studies investigate the ways teachers and parents have increased their agency by responding to challenges related to parent involvement in rural Title I schools. This study can result in positive social change by increasing school stakeholders' understanding about the importance of parent-teacher communication and involvement in children's education in the home specifically in rural settings during the COVID-19 pandemic. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

18.
Dissertation Abstracts International: Section B: The Sciences and Engineering ; 83(8-B):No Pagination Specified, 2022.
Article in English | APA PsycInfo | ID: covidwho-1929269

ABSTRACT

Studies have demonstrated parent involvement as an important predictor of academic achievement, social emotional skill development, and overall psychological adjustment. Much of the previous work on parent involvement has focused on mother involvement, leaving the role of father involvement in adolescents' adjustment understudied. Further, this study was conducted during the COVID-19 global pandemic, which makes it unique in that some parents and adolescents were likely spending a significant amount of time with one another during the stay-at-home orders. Adolescents' perspectives are important as they are a critical part of the family and at a critical transitional stage in which they are becoming independent and making decisions about their future. The goal of this study was to identify whether there are differences in the rates of involvement among mothers and fathers, if involvement is associated with adolescents' school and wellbeing outcomes, and whether mother vs. father involvement has differential implications for adolescents' outcomes. The second goal of the study was to determine if contextual factors (e.g., parent relationship quality, teacher-adolescent relationships, community belonging, social support) moderate the associations between parent involvement and adolescent adjustment. Adolescents (N = 116: mean age = 13.2) reported on their perceived rates of mother and father involvement, and their academic and socioemotional adjustment. Findings demonstrated significant differences in the levels of mother and father involvement, such that mothers were found to have higher rates of involvement than fathers. Although there were differences in the rates of parent involvement among mothers and fathers, the implications of their involvement were similar for adolescents' outcomes. Parent-adolescent relationship quality significantly moderated the association between parenting involvement, both mother and father involvement, and adolescents' socioemotional skills. In a similar vein, community belonging was found to moderate the associations between parent involvement and adolescent academic achievement (e.g., grades). Herein, while parent involvement generally plays a positive role in adolescent outcomes, other contexts, and the social capital gained within them, can reinforce, these contributions to adolescents' academic and socioemotional adjustment. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

19.
Br J Educ Psychol ; 92(4): 1621-1637, 2022 Dec.
Article in English | MEDLINE | ID: covidwho-1922873

ABSTRACT

BACKGROUND: COVID-19 has infected over twenty million people across 200 countries. UNESCO claimed that more than 190 countries had implemented countrywide school closures, which resulted in preventing 1.6 billion students of their classroom learning opportunities. As children are unable to study in the classroom with teachers' supervision, the importance of parental engagement is amplified in children's learning at home. AIM: The primary purpose of the present study was to investigate how parental involvement contribute to children's academic achievement during school closure. SAMPLE: Two hundred and twenty-nine primary school children and their parents. METHOD: Children's academic achievement before (T1) and after school closure (T3), parental involvement (T2) and children's learning engagement (T2) during school closure were measured. RESULTS: After controlling for gender, age, grade and SES, children's learning engagement (T2) served as a full mediator of the association between parental involvement (T2) and children's academic achievement from T1 to T3. Moreover, parental psychological control (T2) moderated the association between parental involvement (T2) and children's learning engagement (T2). Specifically, the contribution of parental involvement to children's learning engagement became stronger for children whose parents had higher levels of psychological control. Higher Chinese parental psychological control did not always correlate to lower academic outcomes in the context of COVID-19. CONCLUSION: These findings highlight the central roles of parental involvement and children's learning engagement in children's academic achievement during school closure caused by COVID-19.


Subject(s)
Academic Success , COVID-19 , Child , Humans , Schools , Parents , Parent-Child Relations
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