Parental involvement in children’s homework during the COVID-19-related remote education: the role of parental motivational beliefs and emotions
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Abstract
The remote education during the COVID-19 pandemic was a novel educational situation for children and parents. The study investigated (1) changes in parental involvement in children’s homework (autonomy support, control, and interference) during school closure, and (2) parents’ motivational (self-efficacy, beliefs in child’s efficacy, online self-efficacy) and emotional variables (positive and negative emotions) as predictors of parental involvement in homework. A sample of 127 parents of elementary school children completed an online questionnaire. The results showed that control and interference in children’s homework increased significantly during COVID-19. Parents’ self-efficacy to help children succeed at school positively predicted parental autonomy support and control before and during the pandemic. However, during the pandemic, autonomy support was additionally predicted by parents’ positive emotions (marginally) and control by their beliefs of their child’s efficacy. Parents’ negative emotions predicted parental interference at both periods. The study enhances our understanding of parental involvement during COVID-19 and offers practical insights for supporting children’s homework during future crises.
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