Parenting &amp; Children’s Psychological Adjustment During the COVID-19 Pandemic

Gregus, Samantha J.; Rodríguez, Juventino Hernández; Faith, Melissa A.; Failes, Elissa R.

doi:10.1080/2372966x.2021.1880873

Cited by 18 publications

(19 citation statements)

References 31 publications

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“…Therefore, there needs to be negotiations and assistance to focus on what interaction with technology looks like in the context of children's education. IoT and social media provide a framework for showing how technology integration and interactivity are possible through proximal (face-to-face) and distal (behindthe-scenes pedagogic planning) interactions, although the percentage going forward is more likely to be distal (Díaz-Jiménez et al, 2020;Gregus et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

“…There have been many studies showing the effectiveness of online learning, and some show weaknesses and the need to increase the use of technology in online learning (Damary et al,96 2017; Gregus et al, 2021;Johnson, 2014;Sampurno et al, 2020). Nevertheless, there is one aspect that is often forgotten, namely the interrelation between online education and social interaction education for children, especially elementary school students.…”

Section: Introductionmentioning

confidence: 99%

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Before the pandemic and its impact to the future" about IoT and the transformation of children's social education

2022

pegegog

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This research invites us to analyze how IoT through social media is transformed as an educational medium for social interaction for children during the Covid-19 pandemic. This study also identifies how parents, teachers, and children perceive social interactions before and after the pandemic. This research method uses embedded mixed methods by utilizing a qualitative approach through virtual ethnography and borrowing a questionnaire to complement the qualitative data. The survey of responses in this study was obtained from 100 parents and children who carried out learning activities at home from April 2020 to April 2021.The results show that the transformation of IoT and social media has had a significant impact on children's education in social interaction, owing to their interactive nature. Thus, IoT and social media can evolve into additional artifacts that act as mediators in the post-millennial generation, rather than as a form of culture. When social media and online games are introduced into a child's environment, it has been demonstrated that they mediate their conceptualization of learning and cognitive development, among other agents through the interactions between teachers, children, and technology, children conceptualize higher mental functions such as continuous and ongoing problem-solving dispositions, as well as language acquisition and social learning. The effect of technology on human interaction results in the transformation of social functions into individual mental functions, a process facilitated by modern technology.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Before the pandemic and its impact to the future" about IoT and the transformation of children's social education

2022

pegegog

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“…The pandemic also disrupted parenting ( Briesch et al, 2021 ; Gregus et al, 2021 ; Menter et al, 2021 ). With the shift to remote instruction, parents needed to juggle their work and home responsibilities without many pre-pandemic structural supports.…”

Section: The Covid-19 Pandemicmentioning

confidence: 99%

“…Specifically, parents of younger children with oppositional or anxiety difficulties modified both their limit-setting and mindful parenting practices ( Menter et al, 2021 ). Importantly, inconsistent parental discipline exacerbated the negative child outcomes related to the pandemic ( Gregus et al, 2021 ). For parents of children with disabilities (particularly parents of autistic children), the pandemic resulted in poorer parental coping skills ( Tokatly Latzer et al, 2021 ) and parenting distress and burden, including dysfunctional parent-child interactions ( Wang et al, 2021b ).…”

Section: The Covid-19 Pandemicmentioning

confidence: 99%

Rural parent and elementary school student resilience to COVID-19: Disability status and parental predictors of change

Chatlos

Samudra

Magoon

et al. 2022

School Psychology International

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Little is known about how the COVID-19 pandemic relates to child and parent functioning in a rural population. The present study investigated how disability status and parent factors related to resilience in a rural population before and after the shift to remote instruction. Parents of elementary-aged children in a rural area of the U.S. completed an online questionnaire, rating their own functioning and their child's academic, cognitive, and socioemotional functioning (1) retrospectively thinking back to a month before the pandemic, and (2) at the time of the survey, approximately four months after the onset of pandemic changes. Parents of children with disabilities perceived stronger child resilience through the pandemic transition than parents of children without disabilities. Additionally, parents who better maintained their work-life balance and support through the pandemic transition reported stronger resilience in their children. These results highlight the importance of supporting all children and parents during difficult transitions (e.g., providing additional resources so that parents can maintain similar levels of balance and support through the transition), including those students who have experienced less adversity pre-transition.

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“…Whether or not the increased parental care time was beneficial for children is uncertain. For some families this increased time at home together may result in more opportunities for learning and structured activities, which support social and cognitive skills development (Cabrera et al, 2020;Gregus et al, 2021). But for other families, the increased time during the COVID-19 pandemic may result in more unstructured and chaotic family organization that increases stress and jeopardizes the quality of parenting (Roos et al, 2021).…”

Section: Risks Factors and Family Functioningmentioning

confidence: 99%

Family Functioning in the Time of COVID-19 Among Economically Vulnerable Families: Risks and Protective Factors

Cabrera

Renteria

et al. 2021

Front. Psychol.

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The ongoing COVID-19 crisis has been particularly harmful to economically vulnerable families with young children. We surveyed 247 low-income mothers and fathers from 142 families in the United States about changes in their family life following the economic and social restrictions imposed by the pandemic. We examined the associations between pandemic-related risk factors such as economic stressors (e.g., loss of job) and social stressors (e.g., exposure to the virus) on family functioning (e.g., parents’ mental health, parent engagement, and children’s socioemotional behaviors) and the degree to which coparenting support and parents’ positivity protected families from the negative effects of these stressors on their wellbeing. We found both positive and negative associations. Mothers and fathers who reported more economic stressors since the pandemic also observed that their children behaved more prosocially and that fathers experienced more mental health difficulties during the pandemic. Mothers and fathers who reported more social stressors reported that they were less engaged with their children and their children exhibited more behavior problems compared to before the pandemic. We also found that mothers and fathers who reported feeling more positive also reported feeling less depressed and stressed during the pandemic and observed that their children had more prosocial behaviors compared to before the pandemic. Compared to before the pandemic, mothers and fathers who reported a more supportive coparenting relationship also reported more parent engagement and observed more prosocial behaviors in their children. In terms of protective factors, high levels of parent positivity during the pandemic protected mothers (less mental health difficulties) whereas high levels of coparenting support protected fathers (less mental health difficulties) from the negative effects of economic stress on their mental health during the pandemic. These findings highlight family processes that could promote resilience in mothers and fathers in the face of pandemic-related economic and social stressors.

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Parenting & Children’s Psychological Adjustment During the COVID-19 Pandemic

Cited by 18 publications

References 31 publications

Before the pandemic and its impact to the future" about IoT and the transformation of children's social education

Before the pandemic and its impact to the future" about IoT and the transformation of children's social education

Rural parent and elementary school student resilience to COVID-19: Disability status and parental predictors of change

Family Functioning in the Time of COVID-19 Among Economically Vulnerable Families: Risks and Protective Factors

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