Parental Factors That Confer Risk and Resilience for Remote Learning Outcomes During the COVID-19 Pandemic Among Children With and Without Attention-Deficit/Hyperactivity Disorder.
J Atten Disord
; 26(11): 1381-1393, 2022 09.
Article
in English
| MEDLINE | ID: covidwho-1759631
ABSTRACT
OBJECTIVE:
To test whether parental factors including internalizing symptoms, parenting style, and confidence in assisting with remote learning conferred risk/resilience for children with/without ADHD's learning and emotional outcomes during the COVID-19 pandemic.METHOD:
291 parents of children (ages 6-13; n = 180 males) with (n = 148) and without ADHD completed questionnaires online (April-July 2020).RESULTS:
Structural equation modeling identified parental risk/resilience factors. Across groups, risk predicted greater difficulties with learning, internalizing and externalizing symptoms, while parent confidence in educating their child predicted better outcomes. A positive association was observed between parental involvement and child difficulties, which was stronger in families of children with ADHD. Children with/without ADHD did not differ in remote learning difficulties.CONCLUSION:
Parent factors impacted child emotional and learning outcomes during the pandemic. With increases in remote learning practices, there is a need for improved understanding of how parent factors impact outcomes of children with/without ADHD.Keywords
Full text:
Available
Collection:
International databases
Database:
MEDLINE
Main subject:
Attention Deficit Disorder with Hyperactivity
/
COVID-19
Type of study:
Experimental Studies
/
Observational study
/
Prognostic study
/
Qualitative research
/
Randomized controlled trials
Limits:
Adolescent
/
Child
/
Humans
/
Male
Language:
English
Journal:
J Atten Disord
Journal subject:
Psychology
/
Psychiatry
Year:
2022
Document Type:
Article
Affiliation country:
10870547221084670
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