A Little Autonomy Support Goes a Long Way: Daily Autonomy‐Supportive Parenting, Child Well‐Being, Parental Need Fulfillment, and Change in Child, Family, and Parent Adjustment Across the Adaptation to the COVID‐19 Pandemic

Neubauer, A.; Schmidt, Andrea E.; Kramer, Andrea C.; Schmiedek, Florian

doi:10.1111/cdev.13515

Cited by 63 publications

(65 citation statements)

References 48 publications

(82 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Considering the importance of a good parent-child relationship for healthy child development and family functioning (Bronfenbrenner, 1986;Raudino et al, 2013;Sentse et al, 2009), the current findings emphasize the need for measures and interventions to decrease family strain during the COVID-19 pandemic and other crises alike. In the face of crises, well-regulated structures, roles, and routines at school (Ager et al, 2010;Betancourt et al, 2010) and within the family system (Crespo et al, 2013;Harrist et al, 2019) (Neubauer et al, 2021). Besides, online interactions and/or live communication between teachers and students might decrease the burden of parents as replacing educators in the learning process of their children.…”

Section: Discussionmentioning

confidence: 99%

Distance learning, parent–child interactions, and affective well-being of parents and children during the COVID-19 pandemic: A daily diary study.

Schmidt¹,

Kramer²,

Brose³

et al. 2021

Developmental Psychology

Self Cite

View full text Add to dashboard Cite

To slow down the spread of the COVID-19 virus, schools around the world were closed in early 2020, transferring children's scholastic activities to the homes and imposing a massive burden on parents and school-age children. Using data of a 21-day diary study conducted between March and April 2020 in Germany, this work examined whether (a) distance learning and (b) parents' involvement therein were associated with negative parent-child interactions and affective well-being of parents and children, over and above the effect of daily stressors. Participants were 562 parents (489 mothers, M age = 42.79, SD age = 6.12, range = 25-63) most of whom were married (n = 382, 68.0%). They responded to the daily items with respect to the youngest child living in their household (M age = 9.74, SD age = 2.81, range = 6-19). On days when children were working on school tasks, parents reported more negative parent-child interactions as well as lower parental and child positive affect and higher child negative affect, but not higher parental negative affect. Moreover, days when parents were more heavily involved in learning (i.e., when children worked less independently) were days with more negative parent-child interactions, lower parental and child positive affect, and higher parental and child negative affect. Negative parent-child interactions were linked to lower affective well-being of parents and children, and partially accounted for the relation among daily stressors and affective well-being. The present work highlights the need for measures to better support school-age children and their parents during distance learning.

show abstract

Section: Discussionmentioning

confidence: 99%

Distance learning, parent–child interactions, and affective well-being of parents and children during the COVID-19 pandemic: A daily diary study.

Schmidt¹,

Kramer²,

Brose³

et al. 2021

Developmental Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

“…One previous study showed that parental need satisfaction was related positively to parental vitality and negatively to parental stress during the COVID-19 crisis (Neubauer et al, 2020).…”

Section: Parents' Basic Psychological Needsmentioning

confidence: 95%

Parental identity as a resource for parental adaptation during the COVID-19 lockdown.

Schrooyen

Soenens

Waterschoot

et al. 2021

Journal of Family Psychology

View full text Add to dashboard Cite

The lockdown measures that were taken to contain the worldwide outbreak of COVID-19 caused many parents to stay at home with their children. This unusual situation created both risks and opportunities for families. In the current study, we examined the role of parental identity as a resource for parental adaptation during this challenging period, thereby considering both parenthood experiences and parents' general mental health while also taking into account the cumulative risk to which parents were exposed (e.g., single parenthood). Further, to shed light on the mechanisms behind the effects of parental identity, this study addressed the mediating role of parental satisfaction of their basic psychological needs for autonomy, competence, and relatedness. During the lockdown period in Belgium, 492 parents (88% mothers, Mage = 44 years, 63.7% in intact family, 31.2% with a university degree) completed online questionnaires on parental identity, need-based experiences, positive and negative parenthood experiences, and mental health. Several weeks earlier, these participants also rated their mental health and a variety of risks they were exposed to as part of a larger study. Results showed that a clear and self-endorsed parental identity was related to better parental adaptation, with parental need satisfaction playing a mediating role in these associations. Moreover, these associations remained significant after controlling for prior levels of parental mental health and for cumulative risk. Overall, findings suggest that parental identity serves as a source of resilience in an uncertain period such as the COVID-19 pandemic. Practical implications and directions for future research are discussed.

show abstract

“…Indeed, recent research by Martin et al (2021) showed that students in high school science perceive and experience a difficult task in different ways, some seeing it as a challenge and some seeing it as a threat. In the case of the present study we might ask, at what point does parent/home help move from being supportive (yielding a positive motivational effect) to being controlling (yielding a negative motivational effect; Neubauer et al, 2020)?…”

Section: Demands and Resources In The Present Studymentioning

confidence: 97%

“…But how do we reconcile this with other research showing that low parental involvement is associated with lower achievement (e.g., Lara and Saracostti, 2019)? We cannot rule out the possibility that the more intense parental involvement with their adolescent child while at home during COVID-19 may have been perceived by the student as controlling and giving rise to a reduction in autonomy-supportive parenting practices (e.g., Neubauer et al, 2020)-leading to reduced achievement. Further research is needed to understand this better, but it does align with recent developments in JD-R theory and research identifying variability between individuals in how they perceive demands and resources (Bakker and Demerouti, 2017;Yin et al, 2018;Han et al, 2020;Martin et al, 2021), with some seeing resources as more a hindrance than a help.…”

Section: Unexpected Findings Of Notementioning

confidence: 99%

Adaptability and High School Students’ Online Learning During COVID-19: A Job Demands-Resources Perspective

2021

View full text Add to dashboard Cite

The present study investigated the role of adaptability in helping high school students navigate their online learning during a period of COVID-19 that entailed fully or partially remote online learning. Drawing on Job Demands-Resources theory and data from a sample of 1,548 Australian high school students in nine schools, we examined the role of adaptability in predicting students’ online learning self-efficacy in mathematics and their end of year mathematics achievement. It was found that beyond the effects of online learning demands, online and parental learning support, and background attributes, adaptability was significantly associated with higher levels of online learning self-efficacy and with gains in later achievement; online learning self-efficacy was also significantly associated with gains in achievement—and significantly mediated the relationship between adaptability and achievement. These findings confirm the role of adaptability as an important personal resource that can help students in their online learning, including through periods of remote instruction, such as during COVID-19.

show abstract

A Little Autonomy Support Goes a Long Way: Daily Autonomy‐Supportive Parenting, Child Well‐Being, Parental Need Fulfillment, and Change in Child, Family, and Parent Adjustment Across the Adaptation to the COVID‐19 Pandemic

Cited by 63 publications

References 48 publications

Distance learning, parent–child interactions, and affective well-being of parents and children during the COVID-19 pandemic: A daily diary study.

Distance learning, parent–child interactions, and affective well-being of parents and children during the COVID-19 pandemic: A daily diary study.

Parental identity as a resource for parental adaptation during the COVID-19 lockdown.

Adaptability and High School Students’ Online Learning During COVID-19: A Job Demands-Resources Perspective

Contact Info

Product

Resources

About