The Importance of Parents for Key Outcomes among Socio-Economically Disadvantaged Students: Parents' Role in Emergency Remote Education
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| Title: | The Importance of Parents for Key Outcomes among Socio-Economically Disadvantaged Students: Parents' Role in Emergency Remote Education |
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| Language: | English |
| Authors: | Vogel, Sebastian Nicolas Thomas (ORCID |
| Source: | Social Psychology of Education: An International Journal. 2023 26(6):1565-1591. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Parent Participation, Outcomes of Education, Low Income Students, Socioeconomic Status, Parent Role, Emergency Programs, Distance Education, COVID-19, Pandemics, Secondary School Students, Foreign Countries |
| Geographic Terms: | Germany |
| DOI: | 10.1007/s11218-023-09801-2 |
| ISSN: | 1381-2890 1573-1928 |
| Abstract: | Parents play an important role in shaping behavioral and motivational outcomes in their child's education, presumably even more so during the COVID-19 pandemic, where concomitant school closures forced students worldwide to learn remotely at home, affecting socio-economically disadvantaged students most negatively. However, it remains unclear how different parent-focused family process variables (demanding-structuring and responsive-motivational parental involvement, responsibility for learning) and structure variables (socio-economic status, immigrant background) relate to important learning-related student outcomes, namely extrinsic and intrinsic motivation and actual participation in learning activities, during emergency remote education. Using questionnaire data from N = 117 German secondary school students (M[subscript age] = 15.14, SD = 0.93; 49.6% female) with a low average socio-economic status, structural equation models revealed associations between higher parental involvement and responsibility and higher motivational and behavioral student outcomes. Furthermore, immigrant background related negatively to some parent process variables, and indirectly negatively to extrinsic motivation. These results highlight parents' role in learning, particularly during emergency remote education. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1401284 |
| Database: | ERIC |
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| Abstract: | Parents play an important role in shaping behavioral and motivational outcomes in their child's education, presumably even more so during the COVID-19 pandemic, where concomitant school closures forced students worldwide to learn remotely at home, affecting socio-economically disadvantaged students most negatively. However, it remains unclear how different parent-focused family process variables (demanding-structuring and responsive-motivational parental involvement, responsibility for learning) and structure variables (socio-economic status, immigrant background) relate to important learning-related student outcomes, namely extrinsic and intrinsic motivation and actual participation in learning activities, during emergency remote education. Using questionnaire data from N = 117 German secondary school students (M[subscript age] = 15.14, SD = 0.93; 49.6% female) with a low average socio-economic status, structural equation models revealed associations between higher parental involvement and responsibility and higher motivational and behavioral student outcomes. Furthermore, immigrant background related negatively to some parent process variables, and indirectly negatively to extrinsic motivation. These results highlight parents' role in learning, particularly during emergency remote education. |
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| ISSN: | 1381-2890 1573-1928 |
| DOI: | 10.1007/s11218-023-09801-2 |
