Parental Involvement in Homework of Children with Learning Disabilities during Distance Learning: Relations with Fear of COVID-19 and Resilience

Autor/in	Touloupis, Thanos
Titel	Parental Involvement in Homework of Children with Learning Disabilities during Distance Learning: Relations with Fear of COVID-19 and Resilience
Quelle	In: Psychology in the Schools, 58 (2021) 12, S.2345-2360 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Touloupis, Thanos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22596
Schlagwörter	Parent Role; COVID-19; Pandemics; School Closing; Distance Education; Fear; Resilience (Psychology); Homework; Learning Disabilities; Grade 5; Grade 6; Parent Attitudes; Predictor Variables; Emotional Response; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Parental role; Elternrolle; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Furcht; Hausaufgabe; Learning handicap; Lernbehinderung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Elternverhalten; Prädiktor; Emotionales Verhalten; Ausland; Griechenland
Abstract	The present study investigated parental involvement in the homework of children with learning disabilities, during distance learning due to the coronavirus disease 2019 (COVID-19) pandemic. Also, the role of parents' fear of COVID-19 and resilience in their involvement in homework was examined. The study involved 271 parents (140 mothers and 131 fathers) of children with learning disabilities, who studied in the fifth and sixth grade from 4 schools of Thessaloniki (Greece). Parents completed a set of self-reported questionnaires, which included a scale on parental involvement in homework, a scale on fear of COVID-19, and a scale on resilience. According to the results, both mothers and fathers expressed a high fear of COVID-19, a low sense of resilience, and were involved in homework mostly in terms of parental control. Parental involvement in homework was not significantly differentiated by children's gender and grade. Furthermore, the path analysis model showed that parents' fear of COVID-19 predicted, indirectly and positively, parental control through the mediating role of resilience. The findings show how parents' current emotional state affects their involvement in the homework of children with learning disabilities. Finally, the findings imply the need for parental counseling during the pandemic, to feel more resilient and consequently supportive towards children's learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01