Parental Home Monitoring and Support and Students’ Online Learning and Socioemotional Well-Being During COVID-19 School Suspension in Hong Kong

Contextualized in the prolonged period of COVID-19-related school suspension in Hong Kong, the present study unravels relationships among socioeconomic status (SES), parental involvement, and learning outcomes for a matched sample of 186 primary and 932 secondary school students and their parents wh...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Cheng Yong Tan [verfasserIn] Qianqian Pan [verfasserIn] Yuxiao Zhang [verfasserIn] Min Lan [verfasserIn] Nancy Law [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2022

Schlagwörter:	COVID-19 online learning parental involvement school closure self-efficacy self-regulation

Übergeordnetes Werk:	In: Frontiers in Psychology - Frontiers Media S.A., 2010, 13(2022)
Übergeordnetes Werk:	volume:13 ; year:2022

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.3389/fpsyg.2022.916338

Katalog-ID:	DOAJ021699623

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callnumber-first	B - Philosophy, Psychology, Religion
author	Cheng Yong Tan
spellingShingle	Cheng Yong Tan misc BF1-990 misc COVID-19 misc online learning misc parental involvement misc school closure misc self-efficacy misc self-regulation misc Psychology Parental Home Monitoring and Support and Students’ Online Learning and Socioemotional Well-Being During COVID-19 School Suspension in Hong Kong
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topic_title	BF1-990 Parental Home Monitoring and Support and Students’ Online Learning and Socioemotional Well-Being During COVID-19 School Suspension in Hong Kong COVID-19 online learning parental involvement school closure self-efficacy self-regulation
topic	misc BF1-990 misc COVID-19 misc online learning misc parental involvement misc school closure misc self-efficacy misc self-regulation misc Psychology
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title	Parental Home Monitoring and Support and Students’ Online Learning and Socioemotional Well-Being During COVID-19 School Suspension in Hong Kong
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title_full	Parental Home Monitoring and Support and Students’ Online Learning and Socioemotional Well-Being During COVID-19 School Suspension in Hong Kong
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title_sort	parental home monitoring and support and students’ online learning and socioemotional well-being during covid-19 school suspension in hong kong
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title_auth	Parental Home Monitoring and Support and Students’ Online Learning and Socioemotional Well-Being During COVID-19 School Suspension in Hong Kong
abstract	Contextualized in the prolonged period of COVID-19-related school suspension in Hong Kong, the present study unravels relationships among socioeconomic status (SES), parental involvement, and learning outcomes for a matched sample of 186 primary and 932 secondary school students and their parents who participated in the eCitizen Education 360 survey. Three-step latent profile analysis (LPA) revealed different types of parental involvement at home and in school. For the primary school sample, students’ SES did not predict membership in the parental involvement typology, but students whose parents provided more home monitoring and support had the highest level of online self-efficacy. As for the secondary student sample, students whose parents provided more home monitoring and support tended to have access to more home learning resources. Students whose parents provided home monitoring and support had the highest levels of online self-efficacy, acquisition of digital skills, and cognitive-emotional regulation, and were the least worried about school resumption. The study underscores complex patterns of parental involvement and identifies effective parental involvement practices that contribute to students’ home online learning during the school suspension.
abstractGer	Contextualized in the prolonged period of COVID-19-related school suspension in Hong Kong, the present study unravels relationships among socioeconomic status (SES), parental involvement, and learning outcomes for a matched sample of 186 primary and 932 secondary school students and their parents who participated in the eCitizen Education 360 survey. Three-step latent profile analysis (LPA) revealed different types of parental involvement at home and in school. For the primary school sample, students’ SES did not predict membership in the parental involvement typology, but students whose parents provided more home monitoring and support had the highest level of online self-efficacy. As for the secondary student sample, students whose parents provided more home monitoring and support tended to have access to more home learning resources. Students whose parents provided home monitoring and support had the highest levels of online self-efficacy, acquisition of digital skills, and cognitive-emotional regulation, and were the least worried about school resumption. The study underscores complex patterns of parental involvement and identifies effective parental involvement practices that contribute to students’ home online learning during the school suspension.
abstract_unstemmed	Contextualized in the prolonged period of COVID-19-related school suspension in Hong Kong, the present study unravels relationships among socioeconomic status (SES), parental involvement, and learning outcomes for a matched sample of 186 primary and 932 secondary school students and their parents who participated in the eCitizen Education 360 survey. Three-step latent profile analysis (LPA) revealed different types of parental involvement at home and in school. For the primary school sample, students’ SES did not predict membership in the parental involvement typology, but students whose parents provided more home monitoring and support had the highest level of online self-efficacy. As for the secondary student sample, students whose parents provided more home monitoring and support tended to have access to more home learning resources. Students whose parents provided home monitoring and support had the highest levels of online self-efficacy, acquisition of digital skills, and cognitive-emotional regulation, and were the least worried about school resumption. The study underscores complex patterns of parental involvement and identifies effective parental involvement practices that contribute to students’ home online learning during the school suspension.
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title_short	Parental Home Monitoring and Support and Students’ Online Learning and Socioemotional Well-Being During COVID-19 School Suspension in Hong Kong
url	https://doi.org/10.3389/fpsyg.2022.916338 https://doaj.org/article/54e4441f7a344f5d8fb02b11936b4621 https://www.frontiersin.org/articles/10.3389/fpsyg.2022.916338/full https://doaj.org/toc/1664-1078
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up_date	2024-07-03T22:21:01.103Z
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Parental Home Monitoring and Support and Students’ Online Learning and Socioemotional Well-Being During COVID-19 School Suspension in Hong Kong

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