Relationship between parenting stress and school closures due to the <scp>COVID</scp>‐19 pandemic

Hiraoka, Daiki; Tomoda, Akemi

doi:10.1111/pcn.13088

Cited by 153 publications

(144 citation statements)

References 3 publications

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“…Negative feelings in families may spill over from adolescents to parents and to the quality of their interaction (Van Eldik et al, 2020;Keijsers et al, 2016). Moreover, parents may experience highlighted stress levels due to a disturbance of the work-family life balance during the pandemic (Chung et al, 2020;Hiraoka & Tomoda, 2020). |Increased parental stress levels have been linked to daily increases in psychological control within the same family (Van Der Kaap-Deeder et al, 2019).…”

Section: Covid-19 and Parent-adolescent Relationshipsmentioning

confidence: 99%

Parenting Adolescents in Times of a Pandemic: Changes in Relationship Quality, Autonomy Support, and Parental Control?

Bülow¹,

Keijsers²,

Boele³

et al. 2020

Preprint

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This multi-informant study examined effects of COVID-19 on parent-adolescent relationships in the spring of 2020. Four bi-weekly measurements before and four bi-weekly measurements during the lockdown were collected among Dutch adolescents (N = 179, Mage = 14.26 years, 69% girls) and their parents (N = 144, Mage = 47.01 years, 81% female; educational level 12% low, 33% medium, 55% high). Adolescents and parents reported on parental support, parent-adolescent conflict, autonomy support, psychological control, and behavioral control. Additionally, they reported how their daily routines had changed during the lockdown. Parents and adolescents spent more time together during lockdown (before M = 8.6h, during M = 12.7h) but less time with friends (before M = 8.1h, during M = 2.1h), and reported on average 13 corona-related rules. Pre-registered piece-wise growth models confirmed that autonomy support decreased immediately after the lockdown, but no mean-level changes were observed in the other relationship dimensions. During the first two months of the lockdown, parents reported gradual increases in autonomy support and decreases in behavioral control. Moreover, significant differences between families were found in sudden and more gradual relationship changes, which correlated strongly with pre-lockdown characteristics of the relationship, and in some models with adolescent oppositional defiance and legitimacy beliefs. In sum, findings suggest resilience in most families, but also heterogeneity. Some families were negatively affected (e.g., more conflicts and psychological control) and others were positively affected (e.g., more warmth, less conflicts). A tailored approach is therefore needed to mitigate the impact of COVID-19 on family functioning.

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Section: Covid-19 and Parent-adolescent Relationshipsmentioning

confidence: 99%

Parenting Adolescents in Times of a Pandemic: Changes in Relationship Quality, Autonomy Support, and Parental Control?

Bülow¹,

Keijsers²,

Boele³

et al. 2020

Preprint

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“…However, during the COVID-19 pandemic, school closures disrupted children's access to these support systems outside their home, while social distancing and home confinement required family members to live in forced proximity at home, and increased the potential for family conflicts (e.g., Campbell, 2020). Given that parents might have experienced elevated stress during COVID-19 (e.g., due to balancing work, homeschooling, and full-time child care; see Hiraoka & Tomoda, 2020) and that daily stressors have been associated with harsh parenting and abusive discipline (e.g., Beckerman et al, 2017), the COVID-19 pandemic likely has a tremendous impact on the parent-child dyad. In line with this, recent research has shown that parental stress during COVID-19 is linked to a more negative parent-child relationship quality such as lower parent-child closeness and increased harsh parenting (Chung et al, 2020).…”

Section: Stress and Parenting During Crisesmentioning

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. 2020

Preprint

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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-aged children. Using data of a 21-day diary study conducted between March and April 2020 in Germany, this work examined whether homeschooling (and parents’ involvement therein) was associated with negative parent-child interactions and affective well-being of both, parents and children, over and above the effect of daily stressors. On days when children were working on school tasks, parents (N = 562) 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 on school tasks) 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 also linked to lower affective well-being of parents and children, and partially accounted for the relation among daily stressors and affective well-being of parents and children. Furthermore, parent-child interactions generally were worse in families in which children worked on school tasks either very rarely or on approximately all days of the study. The present work illustrates the negative consequences of school closures on the parent-child dyad and highlights the need for measures to better support school-aged children and their parents in the learning process at home.

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“…Home confinement and temporary school closures have also affected educational systems worldwide (Reimers and Schleicher, 2020;World Bank Group, 2020). The transition to distance learning placed a heavy strain on teachers, students, and their parents (Cachón-Zagalaz et al, 2020;Hiraoka and Tomoda, 2020). The rapid shift in the delivery mode of instruction and an uncertain future may have led students to experience considerable challenges in maintaining their academic motivation.…”

Section: Introductionmentioning

confidence: 99%

Parents’ Perceptions of Student Academic Motivation During the COVID-19 Lockdown: A Cross-Country Comparison

et al. 2020

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The COVID-19 outbreak has ravaged all societal domains, including education. Home confinement, school closures, and distance learning impacted students, teachers, and parents’ lives worldwide. In this study, we aimed to examine the impact of COVID-19-related restrictions on Italian and Portuguese students’ academic motivation as well as investigate the possible buffering role of extracurricular activities. Following a retrospective pretest–posttest design, 567 parents (nItaly = 173, nPortugal = 394) reported on their children’s academic motivation and participation in extracurricular activities (grades 1 to 9). We used a multi-group latent change score model to compare Italian and Portuguese students’: (1) pre-COVID mean motivation scores; (2) rate of change in motivation; (3) individual variation in the rate of change in motivation; and (4) dependence of the rate of change on initial motivation scores. Estimates of latent change score models showed a decrease in students’ motivation both in Italy and in Portugal, although more pronounced in Italian students. Results also indicated that the decrease in students’ participation in extracurricular activities was associated with changes in academic motivation (i.e., students with a lower decrease in participation in extracurricular activities had also a lower decrease in motivation). Furthermore, students’ age was significantly associated with changes in motivation (i.e., older students had lower decrease). No significant associations were found for students’ gender nor for parents’ education. This study provides an important contribution to the study of students’ academic motivation during home confinement, school closures, and distance learning as restrictive measures adopted to contain a worldwide health emergency. We contend that teachers need to adopt motivation-enhancing practices as means to prevent the decline in academic motivation during exceptional situations.

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Relationship between parenting stress and school closures due to the COVID‐19 pandemic

Cited by 153 publications

References 3 publications

Parenting Adolescents in Times of a Pandemic: Changes in Relationship Quality, Autonomy Support, and Parental Control?

Parenting Adolescents in Times of a Pandemic: Changes in Relationship Quality, Autonomy Support, and Parental Control?

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

Parents’ Perceptions of Student Academic Motivation During the COVID-19 Lockdown: A Cross-Country Comparison

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