The relevance of parental support at home for educational success at the end of elementary school in Germany

Luplow, Nicole; Smidt, Wilfried

doi:10.1007/s11618-018-0827-x

Cited by 11 publications

(13 citation statements)

References 21 publications

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“…These findings do not relate to the quantitative aspect of support. Whereas no social differences were found in the time spent supporting a child with homework (Lee and Bowen, 2006;Luplow and Smidt, 2019), effects were found for the quality of assistance (Dumont, 2012;O'Sullivan et al, 2014). Besides parental ability to provide help, the availability of material learning resources for homeschooling in a family (e.g., computers, tablets, wireless internet access) was associated with actual learning support (Bol, 2020;Sari et al, 2021).…”

Section: Family Stress and Family Investment During The Pandemicmentioning

confidence: 99%

Carrying the Burden Into the Pandemic – Effects of Social Disparities on Elementary Students’ Parents’ Perception of Supporting Abilities and Emotional Stress During the COVID-19 Lockdown

Vogelbacher

Attig

2022

Front. Psychol.

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The COVID-19 pandemic has posed many challenges, especially for families. Both the public and the scientific community are currently discussing the extent to which school closings have worsened existing social differences, especially with regard to children’s academic and socio-emotional development. At the same time, parents have had to manage childcare and home schooling alongside their jobs and personal burdens posed by the pandemic. Parents’ possibilities for meeting these cognitive and emotional challenges might also depend on the different conditions in families. For this reason, the present paper investigates the structural and process characteristics of the family as well as children’s and parents’ psychological characteristics that predict how parents assess their ability to support their child’s learning during homeschooling as well as parents’ perceived emotional stress caused by school closure. The study analyses data of the Newborn Cohort Study of the German National Educational Panel Study. The two dependent variables (self-assessment of abilities, perceived stress) were measured during the COVID-19 pandemic after the first school closure in Germany, at a time when the children of this cohort were attending second grade. Besides a number of control variables (including the child’s struggle with home schooling), families’ structural characteristics [socioeconomic status (SES), education], process characteristics (home learning environment, HLE), parents’ psychological characteristics (preceding psychological stress), and the child’s psychological characteristics (self-regulation, school-related independence) from earlier waves were included as predictors. The results of structural equation models show that perceived stress was associated with structural factors and the preceding psychological stress of parents. Parents with higher preceding stress reported higher perceived stress. Interestingly, higher-educated parents also reported more stress than lower educated parents during the pandemic. The effect was the other way around for SES – parents with lower SES reported more stress than parents with higher SES. The self-reported abilities to support the learning of the child seemed to be mainly predicted by the parent’s education as well as preceding psychological stress. To sum up, the results identify important aspects that determine how parents handle the challenges of the school closures. Especially, socially disadvantaged families carry their burden into the pandemic.

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Section: Family Stress and Family Investment During The Pandemicmentioning

confidence: 99%

Carrying the Burden Into the Pandemic – Effects of Social Disparities on Elementary Students’ Parents’ Perception of Supporting Abilities and Emotional Stress During the COVID-19 Lockdown

Vogelbacher

Attig

2022

Front. Psychol.

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“…Für Zusammenhänge mit der in der Familie gesprochenen Sprache liegt ein deutlich uneinheitliches Befundmuster vor. Luplow und Smidt ( 2019 ) berichten beispielsweise in einer Studie zur elterlichen Unterstützung von Grundschulkindern, dass Familien, in denen (in etwa) gleichhäufig Deutsch und eine andere Sprache gesprochen wird, weniger elterliche Unterstützung leisten als Familien, die überwiegend Deutsch oder überwiegend eine andere Sprache sprechen. Die fehlende Unterstützung scheint daher nicht auf sprachliche Problemlagen zurückführbar zu sein.…”

Section: Prädiktoren Elterlicher Lernbegleitungunclassified

“…Diese Annahme lässt sich für die Arbeitszeit, nicht aber für den Familienstatus bestätigen. Die Befunde aus früheren Studien zum Zusammenhang von Migrationshintergrund und elterlicher Unterstützung waren eher diffus (Luplow und Smidt 2019 ; Segeritz et al. 2010 ).…”

Section: Diskussionunclassified

Prädiktoren von prozessbezogener und strukturierender elterlicher Unterstützung während des (coronabedingten) Distanzunterrichts

2021

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ZusammenfassungDie Schulschließungen aufgrund der Corona-Pandemie verlagerten das schulische Lernen in die Familien. Schüler*innen standen vor der Aufgabe, ihr Lernen und ihre Lernzeit eigenständiger zu gestalten und wurden dabei vornehmlich von ihren Eltern sowohl organisatorisch als auch fachlich begleitet. Auf Basis bisheriger Forschung zur elterlichen Hausaufgabenunterstützung und zu Bildungspartnerschaften ist anzunehmen, dass sowohl die strukturierende als auch die prozessbezogene Lernbegleitung durch die Eltern von soziodemographischen Merkmalen der Familie abhängen, aber ebenfalls mit Merkmalen des Kindes (z. B. Alter, Lernverhalten) und der wahrgenommenen schulischen Lernbegleitung (Engagement der Lehrkraft, Anforderungsniveau) assoziiert sind. Diese postulierten Zusammenhänge wurden auf Basis von Daten einer standardisierten Onlinebefragung mit N = 6685 Eltern von Kindern an weiterführenden Schulen in Nordrhein-Westfalen regressionsanalytisch untersucht. Die Befunde sprechen für eine adaptive Lernbegleitung der Eltern, die für ältere, weibliche Kinder mit günstigem Lernverhalten weniger intensiv ausfällt als für jüngere, männliche Kinder mit ungünstigem Lernverhalten. Auch die Lernbegleitung durch die Schule trägt zur Vorhersage des elterlichen Verhaltens bei, wobei engagiertes Lehrkraftverhalten gerade bei Familien mit nicht-gymnasialer Schulbildung der Eltern zu verstärkter Unterstützung des Kindes beiträgt.

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“…This attribute represents additional exercises at home and support with homework. There is little evidence that parents begin to support primary school pupils when problems arise [ 36 ]. Therefore, parental support can be interesting for instructors.…”

Section: Studymentioning

confidence: 99%

“This Student Needs to Stay Back”: To What Degree Would Instructors Rely on the Recommendation of Learning Analytics?

2022

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Learning analytics (LA) systems are becoming a new source of advice for instructors. Using LA provides new insights into learning behaviours and occurring problems about learners. Educational platforms collect a wide range of data while learners use them, for example, time spent on the platform, passed exams, and completed tasks and provide recommendations in terms of predicted learning success based on LA. In turn, LA might increase efficiency and objectivity in the grading process. In this paper, we examine how instructors react to the platform’s automatic recommendations and to which extent they consider them when judging learners. Drawing on an adaptive choice-based experimental research design and a sample of 372 instructors, we analyze whether and to what degree instructors are influenced by the provided data and recommendations of an unknown LA system. In a follow-up study with 95 teachers, we describe the differences in the use of data between learners and the influence of early warning systems. All in all, we show the influence of automatic evaluation on teachers.

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The relevance of parental support at home for educational success at the end of elementary school in Germany

Cited by 11 publications

References 21 publications

Carrying the Burden Into the Pandemic – Effects of Social Disparities on Elementary Students’ Parents’ Perception of Supporting Abilities and Emotional Stress During the COVID-19 Lockdown

Carrying the Burden Into the Pandemic – Effects of Social Disparities on Elementary Students’ Parents’ Perception of Supporting Abilities and Emotional Stress During the COVID-19 Lockdown

Prädiktoren von prozessbezogener und strukturierender elterlicher Unterstützung während des (coronabedingten) Distanzunterrichts

“This Student Needs to Stay Back”: To What Degree Would Instructors Rely on the Recommendation of Learning Analytics?

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