Maternal involvement and adolescents' psychological and academic adjustment after COVID‐19 return‐to‐school: A one‐year longitudinal study

Abstract

The current study examined the idea that maternal involvement during the COVID‐19 school closure period could contribute to the development of adolescents' daily routines, which could ultimately associate with their psychological and academic adjustment after return‐to‐school. Data were collected from 520 Chinese adolescents (Mage = 12.75 years, SDage = 1.48 years) and their mothers during the COVID‐19 school closure and one year after return‐to‐school. Results indicated that maternal involvement in both education and leisure activities predicted more consistent adolescents' daily routines during the school closure period and then contributed to their more consistent daily routines after return‐to‐school, resulting in less psychological maladjustment and better academic outcomes. Findings highlight the importance of maternal involvement and daily routines in the context of COVID‐19.