Remote learning and stress in mothers of students with attention deficit and hyperactivity disorder during the Covid-19 lockdown.

Autor/inn/en	Cvitkovic, Daniela; Wagner Jakab, Ana; Stosic, Jasmina
Titel	Remote learning and stress in mothers of students with attention deficit and hyperactivity disorder during the Covid-19 lockdown. Paralleltitel: Ucenje na daljavo in stres pri materah ucencev z motnjo pomanjkanja pozornosti s hiperaktivnostjo (ADHD) med zaprtjem zaradi covida-19.
Quelle	In: CEPS journal, 14 (2024) 3, S. 171-187Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35081 10.26529/cepsj.1496
URN	urn:nbn:de:0111-pedocs-350814
Schlagwörter	Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Mutter; Kind; Schule; Schulschließung; Schüler; Unterricht; Stress; Covid-19; Pandemie; Empirische Untersuchung; Fernunterricht; Belastung; Online
Abstract	The Covid-19 lockdown and the implementation of remote learning brought challenges to children with ADHD and their parents. This research aimed to examine the spatial and technical preconditions and quality of support for children with ADHD during remote learning and to determine their mothers' burdens with the children's school tasks during the first lockdown. Another aim was to determine the degree of academic accommodation of teaching, the mother's burden with the school tasks, and the impact of the intensity of the children's difficulties on mothers' stress levels. The study had 61 mothers of children with ADHD, aged 30 to 53, as participants. Data were collected using an online questionnaire. The perspective of mothers showed that spatial conditions were not appropriate for holding online classes. Furthermore, teaching materials during online classes were not adapted to the child's needs, teachers did not send teaching materials through the available online services in a proper manner, and more than a third of the mothers stated that there was no interactive teaching at all and that there was no individual contact with teachers. Most mothers state that they are burdened with the child's school tasks more than compared to the period before the lockdown. It has also been shown that attention symptoms, lack of academic accommodations, and school workload have statistically significant effects on maternal stress. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3