Social Class and Emotional Well-Being: Lessons from a Daily Diary Study of Families Engaged in Virtual Elementary School during COVID-19

Autor/inn/en	Cohen, Shana R.; Wishard Guerra, Alison; Molgaard, Monica R.; Miguel, Jessica
Titel	Social Class and Emotional Well-Being: Lessons from a Daily Diary Study of Families Engaged in Virtual Elementary School during COVID-19
Quelle	In: AERA Open, 8 (2022) 1, (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cohen, Shana R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	COVID-19; Pandemics; Social Class; Mental Health; Well Being; Distance Education; Electronic Learning; School Closing; Family Environment; Parent Attitudes; Student Diversity; Family Relationship; Socioeconomic Influences; Adjustment (to Environment); Kindergarten; Parent Role; Activities; Child Rearing; Parent Child Relationship; Emotional Response; California + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Psychohygiene; Well-being; Wellness; Wohlbefinden; Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Familienmilieu; Elternverhalten; Sozioökonomischer Faktor; Parental role; Elternrolle; Kindererziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Emotionales Verhalten; Kalifornien
Abstract	To understand how parents adapted to virtual learning expectations during the initial COVID-19 school closures in spring 2020, this study investigated families' daily activities, including parents' emotions and their appraisals of the value of daily activities across two timepoints. Thirty-two parent-child dyads (Mean child age = 78 months, 50% male; 47% Latinx/Hispanic; 28% Spanish speaking) from a Southern California school district serving a diverse population completed a daily diary texting protocol (experience sampling method; ESM) five times per day over five days. Families spent most of their time together engaging in mealtime activities (preparing meals and eating). Families from low socioeconomic backgrounds reported appraising academic activities, social skills, and life skills more highly than families from high socioeconomic backgrounds. Parents reported more positive emotions than negative emotions. Findings provide opportunities for educators to mitigate learning loss by building on children's learning experiences and family adaptations to daily routines during COVID-19. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01