Open AccessParental Support, Learning Performance, and Socioemotional Development of Children and Teenagers During the COVID-19 Pandemic
Author(s) -
Bhoj B. Balayar,
Michael R. Langlais
Publication year - 2021
Publication title -
the family journal/family journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.354
H-Index - 35
eISSN - 1552-3950
pISSN - 1066-4807
DOI - 10.1177/10664807211052496
Subject(s) - socioemotional selectivity theory , psychology , socialization , developmental psychology , prosocial behavior , psychological intervention , pandemic , psychosocial , covid-19 , medicine , disease , pathology , psychiatry , infectious disease (medical specialty)
In spring and fall 2020, most schools across the globe closed due to the ongoing threat of the COVID-19 pandemic. Online and remote learning (ORL) modalities were implemented to continue children's education and development. Yet, the change in educational delivery increased parental responsibilities in cultivating their children. We examined the determinants related to students' learning performance before and during the COVID-19 period in association with psychosocial behaviors (such as socialization, internalizing and externalizing behavior, and motivation) and other factors, including parents' support received, the teaching modality, and access to digital resources. The current study included 80 parents of elementary and middle school children who completed an online survey. The results of the study indicated that more than double the normal time was spent by parents in supporting their children's learning and development during the COVID-19 period. The factors of parental support and motivation were found the most effective contribution in the development of children's positive emotions and learning attainment. It was indicated that academic performance, motivation to participate in learning, socialization, prosocial behavior, discipline, externalizing and internalizing behaviors decreased during the COVID-19 pandemic. Accordingly, teachers and educators should consider bridging or creating alternative performance recovery strategies and socioemotional development interventions for children and young adults.