Chaotic or crowded? The role of physical household environment in children's learning during the COVID-19 pandemic

IF 6.1 1区心理学 Q1 ENVIRONMENTAL STUDIES

Journal of Environmental Psychology Pub Date : 2024-10-26 DOI:10.1016/j.jenvp.2024.102474

Xiaozi Gao , Frank Tian-Fang Ye , Kerry Lee , Alfredo Bautista , Kuen-Fung Sin , Lan Yang

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Abstract

Household chaos and crowding are known to significantly influence children's development; however, their relative contributions remain less clear. Furthermore, previous research has primarily focused on children's socioemotional and cognitive development, with limited attention to the learning process. This study explores the relation of household chaos and crowding with children's learning behaviors and emotions during the COVID-19 pandemic in Hong Kong. A sample of 262 parents and their primary school-aged children were recruited in Hong Kong. Both parents and children completed separate online questionnaires. Structural equation modeling revealed that while household chaos was correlated with crowding, it was specifically chaos, rather than crowding, that negatively related to children's learning behaviors. Importantly, the direct relationship between household chaos and children's learning behaviors remained significant even after accounting for family socioeconomic status (SES) and parents' involvement. This study enhances our understanding of the relation of physical environment with children's learning, emphasizing the distinct role of household chaos, separate from crowding and family SES.

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混乱还是拥挤？COVID-19大流行期间家庭物质环境对儿童学习的作用

众所周知，家庭混乱和拥挤会对儿童的发展产生重大影响；然而，它们之间的相对作用却并不十分明确。此外，以往的研究主要关注儿童的社会情感和认知发展，对学习过程的关注有限。本研究探讨了香港 COVID-19 流行期间，家庭混乱和拥挤与儿童学习行为和情绪的关系。本研究在香港招募了 262 名家长及其小学学龄子女。家长和孩子分别填写了网上问卷。结构方程模型显示，虽然家庭混乱与拥挤相关，但与儿童学习行为负相关的是混乱而非拥挤。重要的是，即使考虑了家庭社会经济地位（SES）和父母的参与程度，家庭混乱与儿童学习行为之间的直接关系仍然显著。这项研究加深了我们对物理环境与儿童学习之间关系的理解，强调了家庭混乱与拥挤和家庭社会经济地位之间的独特作用。

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来源期刊

Journal of Environmental Psychology Multiple-

CiteScore

10.60

自引率

8.70%

发文量

140

审稿时长

62 days

期刊介绍： The Journal of Environmental Psychology is the premier journal in the field, serving individuals in a wide range of disciplines who have an interest in the scientific study of the transactions and interrelationships between people and their surroundings (including built, social, natural and virtual environments, the use and abuse of nature and natural resources, and sustainability-related behavior). The journal publishes internationally contributed empirical studies and reviews of research on these topics that advance new insights. As an important forum for the field, the journal publishes some of the most influential papers in the discipline that reflect the scientific development of environmental psychology. Contributions on theoretical, methodological, and practical aspects of all human-environment interactions are welcome, along with innovative or interdisciplinary approaches that have a psychological emphasis. Research areas include: •Psychological and behavioral aspects of people and nature •Cognitive mapping, spatial cognition and wayfinding •Ecological consequences of human actions •Theories of place, place attachment, and place identity •Environmental risks and hazards: perception, behavior, and management •Perception and evaluation of buildings and natural landscapes •Effects of physical and natural settings on human cognition and health •Theories of proenvironmental behavior, norms, attitudes, and personality •Psychology of sustainability and climate change •Psychological aspects of resource management and crises •Social use of space: crowding, privacy, territoriality, personal space •Design of, and experiences related to, the physical aspects of workplaces, schools, residences, public buildings and public space