The Importance of Parents for Key Outcomes among Socio-Economically Disadvantaged Students: Parents' Role in Emergency Remote Education

Autor/inn/en	Vogel, Sebastian Nicolas Thomas; Stang-Rabrig, Justine; McElvany, Nele
Titel	The Importance of Parents for Key Outcomes among Socio-Economically Disadvantaged Students: Parents' Role in Emergency Remote Education
Quelle	In: Social Psychology of Education: An International Journal, 26 (2023) 6, S.1565-1591 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vogel, Sebastian Nicolas Thomas) ORCID (Stang-Rabrig, Justine) ORCID (McElvany, Nele)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-023-09801-2
Schlagwörter	Parent Participation; Outcomes of Education; Low Income Students; Socioeconomic Status; Parent Role; Emergency Programs; Distance Education; COVID-19; Pandemics; Secondary School Students; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Elternmitwirkung; Lernleistung; Schulerfolg; Socio-economic status; Sozioökonomischer Status; Parental role; Elternrolle; Hilfsprogramm; Distance study; Distance learning; Fernunterricht; Sekundarschüler; Ausland; Deutschland
Abstract	Parents play an important role in shaping behavioral and motivational outcomes in their child's education, presumably even more so during the COVID-19 pandemic, where concomitant school closures forced students worldwide to learn remotely at home, affecting socio-economically disadvantaged students most negatively. However, it remains unclear how different parent-focused family process variables (demanding-structuring and responsive-motivational parental involvement, responsibility for learning) and structure variables (socio-economic status, immigrant background) relate to important learning-related student outcomes, namely extrinsic and intrinsic motivation and actual participation in learning activities, during emergency remote education. Using questionnaire data from N = 117 German secondary school students (M[subscript age] = 15.14, SD = 0.93; 49.6% female) with a low average socio-economic status, structural equation models revealed associations between higher parental involvement and responsibility and higher motivational and behavioral student outcomes. Furthermore, immigrant background related negatively to some parent process variables, and indirectly negatively to extrinsic motivation. These results highlight parents' role in learning, particularly during emergency remote education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01