Parents’ perceptions of their child’s school adjustment during the COVID-19 pandemic: a person-oriented approach

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

European Journal of Psychology of Education Pub Date : 2024-04-26 DOI:10.1007/s10212-024-00831-8

Sanni Pöysä, Noona Kiuru, Joona Muotka, Matilda Sorkkila, Minna Palmu, Katarina Perander, Marja-Kristiina Lerkkanen, Eija Pakarinen

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Abstract

The present study examined the profiles of parental perceptions of their child’s school adjustment in terms of learning loss and school well-being during the COVID-19 pandemic in Finland. Furthermore, the extent to which the profiles differed with respect to the different children and their family characteristics, as well as their parents’ stress about their child’s schooling, were examined. Parents (N = 26,313) completed a questionnaire in spring 2021 concerning parental stress and their children’s schooling. The five-profile solution was identified using latent profile analysis: (1) slightly-higher-than-average-school-adjustment (n = 8198, 31.2%); (2) high-school-adjustment (n = 3017, 11.5%); (3) slightly-lower-than-average-school-adjustment (n = 5025, 19.1%); (4) low-school-adjustment (n = 6777, 25.7%); and (5) mixed-school-adjustment (n = 3296, 12.5%). The low-school-adjustment profile was overrepresented among parents of boys, older children, and children with special education needs as well as among parents with lower education levels, higher numbers of children, and in single-parent households. In addition, the results showed that parental stress about their child’s schooling was associated with their perceptions of their child’s school adjustment during the COVID-19 pandemic. Overall, the results demonstrate that parents’ views of their children’s school adjustment varied widely during the COVID-19 pandemic. At schools, particular attention should be given to at-risk families (e.g., families with low education levels and children with special education needs) in which children may be prone to learning loss and low well-being due to the COVID-19 pandemic.

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家长对其子女在 COVID-19 大流行期间学校适应情况的看法：以人为本的方法

本研究从学习损失和学校幸福感的角度，考察了在芬兰COVID-19大流行期间，家长对其子女学校适应情况的看法。此外，本研究还考察了不同儿童及其家庭特征的不同程度，以及父母对子女就学压力的不同程度。家长（26,313 人）于 2021 年春季填写了一份有关家长压力及其子女就学情况的调查问卷。通过潜在特征分析，确定了五种类型的解决方案：（1）略高于平均水平的学校适应能力（n = 8198，31.2%）；（2）高中适应能力（n = 3017，11.5%）；（3）略低于平均水平的学校适应能力（n = 5025，19.1%）；（4）低学校适应能力（n = 6777，25.7%）；以及（5）混合学校适应能力（n = 3296，12.5%）。在男童、大龄儿童和有特殊教育需求的儿童的家长中，以及在教育水平较低、子女人数较多和单亲家庭的家长中，低学校适应能力的家长比例较高。此外，研究结果表明，在 COVID-19 大流行期间，家长对子女学业的压力与他们对子女在学校适应情况的看法有关。总之，研究结果表明，在 COVID-19 大流行期间，家长对其子女在学校适应情况的看法大相径庭。在学校，应特别关注高危家庭（如教育水平低的家庭和有特殊教育需求的儿童），这些家庭的儿童可能容易因 COVID-19 大流行而丧失学习能力和幸福感。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.