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Parental home monitoring and support and students′ online learning and socioemotional well-being during COVID-19 school suspension in Hong Kong
Citation
Tan, C. Y., Pan, Q., Zhang, Y., Lan, M., & Law, N. (2022). Parental home monitoring and support and students′ online learning and socioemotional well-being during COVID-19 school suspension in Hong Kong. Frontiers in Psychology, 13. Article 916338. https://doi.org/10.3389/fpsyg.2022.916338
Abstract
Contextualized 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.
Publisher
Frontiers
Journal
Frontiers in Psychology
Grant ID
#T44-707/16N
Funding Agency
Research Grants Council of the Hong Kong SAR Government