Parental involvement in homework of children with learning disabilities during distance learning: Relations with fear of COVID‐19 and resilience

Touloupis, Thanos

doi:10.1002/pits.22596

Cited by 14 publications

(18 citation statements)

References 48 publications

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“…Of the 17 studies included, 13 were quantitative (Caputi et al, 2021 ; Cusinato et al, 2020 ; Dominguez-Alvarez et al, 2020 ; Laufer & Bitton, 2021 ; Lim et al, 2021 ; Mariani Wigley et al, 2021 ; Marzilli et al, 2021 ; Mikocka-Walus et al, 2021 ; Nasir et al, 2021 ; Romero et al, 2020 ; Russell et al, 2022 ; Sorkkila & Aunola, 2021 ; Touloupis, 2021 ), two were qualitative (Guruge et al, 2021 ; Koskela et al, 2020 ), one was a policy brief (Mental Health Commission of Canada, 2021 ), and one was a public health report (PHAC, 2020 ). The quantitative studies all used cross-sectional data collection except for Russel and colleagues ( 2022 ), who collected data at baseline and a 30-day follow-up.…”

Section: Resultsmentioning

confidence: 99%

“…Financial situation measured by ad hoc scale on unemployment and perceived family income. - Poor financial situation significant predictor of parental burnout ( r = 0.09, p < 0.01) and resilience ( r = -0.20, p < 0.001) - Resilience negatively correlated with parental burnout (r = -0.48, p < 0.001), explained 19% of variation in parental burnout Touloupis, 2021 Greece To investigate the type of parental involvement in the homework of children during distance learning in the period of COVID-19 pandemic and the role of parents' fear of COVID-19 and resilience in their involvement in homework. n = 271 caregivers Sex – Caregivers Female (51.7%) Male (48.3%) Sex – Children Female (44%) Male (56%) Quantitative data collected via online questionnaire from March-April and November 2020.…”

Section: Methodsmentioning

confidence: 99%

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The Resilience of Caregivers and Children in the Context of COVID-19: A Systematic Review

Yates

Mantler

2023

Journ Child Adol Trauma

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The COVID-19 pandemic has necessitated caregivers and school-aged children to adapt to ongoing changes and uncertainty. Understanding why some caregivers and school-aged children area able to adapt and others are not could be attributed to resilience. The relationships between caregiver or child resilience and socioeconomic status (SES) in the context of COVID-19 remain largely un-explored. Therefore, the purpose of this qualitative systematic review was to explore (1) what is currently known about the relationship between caregiver and child resilience in the context of COVID-19; and (2) the role of SES on caregiver or child resilience throughout the COVID-19 pandemic. Four databases (i.e., MEDLINE, Scopus, PsycINFO, and CINAHL) were systematically searched, title/abstract and full-text screening were conducted, and 17 articles met the inclusion criteria (i.e., discussed resilience of caregivers/children during COVID-19, mean age of children between 7–10, primary research/grey literature, English), including 15 peer-reviewed and two grey literature sources. Thematic analysis revealed five themes: (1) the mitigating effects of child resilience; (2) overcoming the psychological toll of the pandemic; (3) the unknown relationship: caregiver and child resilience; (4) family functioning during COVID-19; and (5) the perfect storm for socioeconomic impacts. Results from this review provide the first synthesis of the impact of the COVID-19 pandemic on the resilience of caregivers and school-aged children. Future research should conduct longitudinal data collection to understand the possible long-term impacts of the pandemic on these populations’ resilience. Understanding these impacts will be integral to assisting families in bouncing back from the long-lasting adverse circumstances caused by the COVID-19 pandemic.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

The Resilience of Caregivers and Children in the Context of COVID-19: A Systematic Review

Yates

Mantler

2023

Journ Child Adol Trauma

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“…As mentioned above, parents had the opportunity to provide direct support during DL to their children's school activities, which was not possible during in-person learning. In line with this hypothesis, in several studies involving students with and without special educational needs, parents were considered as proxy educators during the lockdown ( 4 , 32 , 40 );…”

Section: Discussionmentioning

confidence: 99%

“…One possible reason for the increased parental stress during DL may lie in the absence of specialized care generally provided during school hours and the increased involvement of parents in the management of school activities. As well, parents of children and adolescents with SLD often feel overwhelmed during DL, with increased levels of stress, anxiety, and frustration also due to the reduced study autonomy of the children ( 28 , 29 , 32 ).…”

Section: Introductionmentioning

confidence: 99%

Distance learning during COVID-19 lockdown: Impact on adolescents with specific learning disorders and their parents

Battisti

Lazzaro²,

Varuzza³

et al. 2022

Front. Psychiatry

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BackgroundThe transition of teaching from in-person to Distance Learning (DL) due to the COVID-19 pandemic led to negative effects on students' psychological wellbeing and academic achievement. The worst consequences have been experienced by students with so-called special educational needs, as well as by their parents. However, very little emphasis has been placed on the effects of DL in students with Specific Learning Disorders (SLD). The present work aimed to evaluate the effects of DL during the COVID-19 lockdown in Italian students with SLD and in their parents.MethodsAn online survey was administered to 92 students with SLD and their parents after the COVID-19 lockdown. The survey consisted of four sections: participants' demographic information; perceived stress related to general aspects (i.e., social and family determinants) as well as specific aspects related to DL; attitudes and feelings toward DL; and academic grades before and after DL.ResultsStudents with SLD perceived stress mainly from social isolation/distancing and DL (p always ≤ 0.0001), especially from online classes and oral exams (p always ≤ 0.0001). Students who did not benefit from appropriate accommodations (i.e., individualized teaching and learning methods) during DL perceived 3 times more DL-related stress than those who used them as in-person learning (OR = 3.00, CI 95%: 1.24–7.28, p = 0.015). Girls perceived more stress from online lessons (OR = 0.40, CI 95%: 0.16–0.96, p = 0.04) and use of devices (OR = 0.33, CI 95%: 0.14–0.80, p = 0.015) than boys. Negative feelings (less motivation, reduced ability to understand lessons, interact, and stay focused) and positive feelings (less anxiety and more self-confidence with its own rate of learning) toward DL emerged. Higher academic grades also was observed after DL (p ≤ 0.0001). Lastly, strong and positive correlations emerged between students' and parents' perceived stress during DL (p always < 0.001).ImplicationsThe present study prompts special considerations for students with special educational needs not only when providing conventional instruction, but especially when it is necessary to suddenly modify teaching approaches.

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“…In the following time, it was during the period when face-to-face education was introduced but due to the course of the epidemic, distance education was turned back (Çizmeci & Köse, 2021). This is because the COVID-19 virus causes chaos around the world with various consequences, and people are afraid and worried about the effects of the virus (İnce & Yılmaz, 2020;Okan, 2021;Touloupis, 2021).…”

Section: Introductionmentioning

confidence: 99%

Examination of Opinions on Distance Education of Children With Special Needs In

Yazgan¹

2022

ijetsar

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With the COVID-19 pandemic, face-to-face education activities were suspended in the world and in our country, and distance education activities were started. In this study, the views of the families of the special needs students in the preschool age group and the teachers working with special needs children in the preschool age group about distance education are examined during the COVID-19 pandemic period. For this purpose, phenomenology design, one of the qualitative research methods, was used. The study group of the research consists of 10 preschool teachers and 10 parents who have children with special needs in the preschool period. For the purpose of collecting the data of the research, a semi-structured interview form named "Distance Education Opinions", which was prepared separately for preschool teachers and families of individuals with special needs, was used. The data obtained within this research's scope were analysed using descriptive and content analysis, which are among the qualitative data analysis methods. As a result of the research, although teachers and families state that children with special needs do not break away from the education and training processes with distance education systems, they say that the socialization of children with special needs is affected by the distance education system. Both teachers and parents emphasized that distance education systems cause technological addictions in children, regressions are observed, problems occur due to the difference of instructors, and cause adaptation and motivation problems.

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Parental involvement in homework of children with learning disabilities during distance learning: Relations with fear of COVID‐19 and resilience

Cited by 14 publications

References 48 publications

The Resilience of Caregivers and Children in the Context of COVID-19: A Systematic Review

The Resilience of Caregivers and Children in the Context of COVID-19: A Systematic Review

Distance learning during COVID-19 lockdown: Impact on adolescents with specific learning disorders and their parents

Examination of Opinions on Distance Education of Children With Special Needs In

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