دورية أكاديمية
Parental Involvement in Digital Home-Based Learning during COVID-19: An Exploratory Study with Korean Parents
| العنوان: | Parental Involvement in Digital Home-Based Learning during COVID-19: An Exploratory Study with Korean Parents |
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| اللغة: | English |
| المؤلفون: | So, Hyo-Jeong (ORCID |
| المصدر: | Educational Psychology. 2022 42(10):1301-1321. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Parent Participation, Distance Education, Electronic Learning, Technology Uses in Education, COVID-19, Pandemics, Foreign Countries, Home Instruction, Academic Achievement, Self Efficacy, Secondary School Students, Elementary School Students |
| مصطلحات جغرافية: | South Korea |
| DOI: | 10.1080/01443410.2022.2078479 |
| تدمد: | 0144-3410 1469-5820 |
| مستخلص: | Despite the significant shift to home-based learning (HBL) during the COVID-19 pandemic, little is known about the process for parental involvement in and satisfaction with digital HBL. Based on Hoover-Dempsey and Sandler's model of parental involvement, this exploratory study proposed and tested a model that includes (a) motivational beliefs for involvement, (b) life context, and (c) digital parenting styles and digital media self-efficacy as contributors to parental involvement behaviours in digital HBL. The model also examines whether parental involvement behaviours influence their satisfaction with digital HBL and perceived child achievement. Participants comprised 423 Korean parents of children who experienced remote learning at home during the pandemic. The results of structural equation modelling indicate that the level of warmth in digital parenting styles had the strongest effect on parental involvement behaviours. However, more parental involvement behaviours did not lead to significantly higher satisfaction with digital HBL or more positive perceptions of child achievement. Overall, this study suggests that the mechanism of HBL during the COVID-19 pandemic needs new interpretations since the decision to move to HBL was not voluntarily made by parents but by an external force. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1376737 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0144-3410 1469-5820 |
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| DOI: | 10.1080/01443410.2022.2078479 |