Browsing by Author "Law, Nancy"
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- PublicationOpen AccessParental home monitoring and support and students′ online learning and socioemotional well-being during COVID-19 school suspension in Hong Kong(2022)
;Tan, Cheng Yong; ;Zhang, Yuxiao ;Lan, MinLaw, NancyContextualized in the prolonged period of COVID-19-related school suspension in Hong Kong, the present study unravels relationships among socioeconomic status (SES), parental involvement, and learning outcomes for a matched sample of 186 primary and 932 secondary school students and their parents who participated in the eCitizen Education 360 survey. Three-step latent profile analysis (LPA) revealed different types of parental involvement at home and in school. For the primary school sample, students’ SES did not predict membership in the parental involvement typology, but students whose parents provided more home monitoring and support had the highest level of online self-efficacy. As for the secondary student sample, students whose parents provided more home monitoring and support tended to have access to more home learning resources. Students whose parents provided home monitoring and support had the highest levels of online self-efficacy, acquisition of digital skills, and cognitive-emotional regulation, and were the least worried about school resumption. The study underscores complex patterns of parental involvement and identifies effective parental involvement practices that contribute to students’ home online learning during the school suspension.WOS© Citations 4Scopus© Citations 5 258 117 - PublicationEmbargoProtective factors contributing to adolescents’ multifaceted digital resilience for their wellbeing: A socio-ecological perspective
Swift digital advancements provide teenagers with ample online opportunities but also expose them to potential hazards that impact their wellbeing. The consequences of perceiving online risks vary among individuals, emphasizing the role of digital resilience as a protective mechanism. Digital resilience, rooted in the Digital Resilience Framework encompassing coping strategies, recovery, and learning from online risk experiences, goes beyond individual efforts. Instead, familial and educational factors play significant roles. This study investigates protective factors enhancing digital resilience from a socio-ecological perspective to boost adolescents' wellbeing. Data were collected from 1,882 parent-child pairs and 30 school ICT coordinators in 30 Hong Kong secondary schools between July and September 2022. Student and parent surveys assessed digital resilience, digital literacy, parental monitoring, and parent-child relationships, while the school ICT coordinator survey evaluated school-level digital literacy curriculum. Initially, no significant differences in adolescent wellbeing emerged regarding exposure to online risks. Employing structural equation modeling, this study suggests the protective role of digital resilience in enhancing adolescents' wellbeing. Results revealed that adolescents' digital resilience was positively associated with their digital literacy, positive parent-child relationships, and school-based digital literacy programs, particularly those focused on cyberbullying prevention. However, parental monitoring was only found to be significantly associated with adolescents’ non-productive coping strategies, which were negatively associated with their wellbeing. These findings offer crucial insights for stakeholders such as educators, policymakers, and parents. These insights can empower adolescents to navigate the digital landscape effectively while safeguarding their wellbeing.
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