Path Analysis of Internal and External Factors Associated with Parental Satisfaction over K-12 Online Learning

Autor/inn/en	Hinderliter, Hal; Xie, Y.; Ladendorf, K.; Muehsler, H.
Titel	Path Analysis of Internal and External Factors Associated with Parental Satisfaction over K-12 Online Learning
Quelle	In: Computers in the Schools, 38 (2022) 4, S.354-383 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hinderliter, Hal) ORCID (Xie, Y.) ORCID (Ladendorf, K.) ORCID (Muehsler, H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0569
DOI	10.1080/07380569.2021.1988319
Schlagwörter	Elementary Secondary Education; School Closing; Emergency Programs; Electronic Learning; Distance Education; COVID-19; Pandemics; Satisfaction; Parent Attitudes; Parent Participation; Correlation; Personality Theories; Cognitive Style; Barriers; Anxiety; Student Motivation; Delivery Systems; Context Effect; Peer Relationship; Children; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Hilfsprogramm; Distance study; Distance learning; Fernunterricht; Zufriedenheit; Elternverhalten; Elternmitwirkung; Korrelation; Personality theory; Persönlichkeitstheorie; Cognitive styles; Kognitiver Stil; Angst; Schulische Motivation; Auslieferung; Peer-Beziehungen; Child; Kind; Kinder
Abstract	This study examined parents' perception of their child's learning experience during COVID-19. Data were collected from 153 U.S. parents' responses to an online survey. Findings showed that parents' satisfaction with the spring 2020 leap to online learning depended on the degree to which their child was a "good fit" (as evidenced by positive learning outcomes and low parental anxiety) with the online learning experience, as predicted by the person-situation fit theory of satisfaction. Students' own barriers to learning was the strongest predictor of parental anxiety, among the examined internal and external factors. Furthermore, increases in parental anxiety had a strong negative correlation with perceived learning outcome, which mediated these factors' relationship with parental satisfaction. None of the examined external factors (e.g., parental support) were significant predictors of parent-perceived learning outcome and parental anxiety. Recommendations are made for schools to support students' ability to work independently and develop time management skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01