Parental Factors That Confer Risk and Resilience for Remote Learning Outcomes During the COVID-19 Pandemic Among...

Area of Science:

• Child Psychology
• Developmental Psychology
• Clinical Psychology

Background:

• The COVID-19 pandemic necessitated a rapid shift to remote learning.
• Understanding parental influences on child outcomes during this period is crucial, particularly for children with Attention-Deficit/Hyperactivity Disorder (ADHD).

Purpose of the Study:

• To investigate how parental factors (internalizing symptoms, parenting style, remote learning confidence) act as risk or resilience factors for children with and without ADHD.
• To examine the impact of these factors on children's learning and emotional well-being during the pandemic.

Main Methods:

• 291 parents of children aged 6-13 (180 males) with (n=148) and without ADHD completed online questionnaires.
• Data were collected between April and July 2020.
• Structural equation modeling was used to analyze parental risk and resilience factors.

Main Results:

• Parental risk factors predicted increased learning difficulties and internalizing/externalizing symptoms in children.
• Parental confidence in assisting with remote learning was associated with better child outcomes.
• Parental involvement showed a positive association with child difficulties, more pronounced in families with children with ADHD.
• No significant differences in remote learning difficulties were found between children with and without ADHD.

Conclusions:

• Parental factors play a significant role in shaping children's emotional and learning outcomes in the context of remote learning during the pandemic.
• Increased understanding of these parental influences is vital for supporting children with and without ADHD, especially given the rise of remote educational practices.