A Preliminary Examination of Key Strategies, Challenges, and Benefits of Remote Learning Expressed by Parents during the COVID-19 Pandemic

Autor/inn/en	Roy, Amy K.; Breaux, Rosanna; Sciberras, Emma; Patel, Pooja; Ferrara, Erica; Shroff, Delshad M.; Cash, Annah R.; Dvorsky, Melissa R.; Langberg, Joshua M.; Quach, Jon; Melvin, Glenn; Jackson, Anna; Becker, Stephen P.
Titel	A Preliminary Examination of Key Strategies, Challenges, and Benefits of Remote Learning Expressed by Parents during the COVID-19 Pandemic
Quelle	In: School Psychology, 37 (2022) 2, S.147-159 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roy, Amy K.) ORCID (Breaux, Rosanna) ORCID (Sciberras, Emma) ORCID (Ferrara, Erica) ORCID (Dvorsky, Melissa R.) ORCID (Becker, Stephen P.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000465
Schlagwörter	COVID-19; Pandemics; School Closing; Barriers; Parent Attitudes; Cultural Differences; Attention Deficit Hyperactivity Disorder; Foreign Countries; Student Adjustment; Attention Span; Student Motivation; Parent Role; Distance Education; Electronic Learning; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; United States; Australia + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Elternverhalten; Kultureller Unterschied; Ausland; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schulische Motivation; Parental role; Elternrolle; Distance study; Distance learning; Fernunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; USA; Australien
Abstract	Among the many impacts of the Coronavirus disease (COVID-19) pandemic, one of the most dramatic was the immediate closure of in-person schooling in March/April 2020 when parents were faced with much greater responsibility in supporting their children's learning. Despite this, few studies have examined parents' own perspectives of this experience. The aims of this preliminary study were to: (1) identify challenges, benefits, and useful strategies related to remote learning; and (2) examine differences in findings across two countries, between parents of youth with and without attention-deficit/hyperactivity disorder (ADHD), and between parents of children and adolescents. To address these aims, parent responses to open-ended questions on the Home Adjustment to COVID-19 Scale (HACS; Becker, Breaux, et al., 2020) were examined across three studies conducted in the United States and Australia (N = 606, children: 68.5% male, ages 6-17 years). The challenges most frequently expressed by parents included the child's difficulty staying on task (23.8% of parents), lack of motivation (18.3%), remote learning factors (17.8%), and lack of social interaction (14.4%). The most frequently expressed strategy related to using routines and schedules (58.2%) and the biggest benefit was more family time (20.3%). Findings were largely consistent across countries, ADHD status, and age, with a few notable group differences. Given that the most common challenges involved child- (e.g., difficulties with staying on task and motivation), parent- (e.g., balancing remote learning with work responsibilities), and school- (e.g., remote instruction difficulties) related factors, there is a need for improved support across these systems going forward. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01