TY - JOUR
T1 - Parental involvement in digital home-based learning during COVID-19
T2 - an exploratory study with Korean parents
AU - So, Hyo Jeong
AU - Shin, Suhkyung
AU - Xiong, Yao
AU - Kim, Hyeran
N1 - Publisher Copyright:
© 2022 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - 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.
AB - 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.
KW - COVID-19
KW - Home-based learning
KW - parental involvement
UR - http://www.scopus.com/inward/record.url?scp=85131185361&partnerID=8YFLogxK
U2 - 10.1080/01443410.2022.2078479
DO - 10.1080/01443410.2022.2078479
M3 - Article
AN - SCOPUS:85131185361
VL - 42
SP - 1301
EP - 1321
JO - Educational Psychology
JF - Educational Psychology
SN - 0144-3410
IS - 10
ER -