Strength-Based Parenting and Academic Motivation in Adolescents Returning to School After COVID-19 School Closure: Exploring the Effect of School Belonging and Strength Use

Abstract

The present study aimed to examine whether the level of strength-based parenting a student receives during remote learning affects their levels of academic motivation once returning to school. Additionally, the study sought to explore whether school belonging mediated the association between strength-based parenting and academic motivation and whether student strength use moderated this mediating relationship. The sample comprised of secondary school students who had recently returned back to campus, following a period of COVID-19 enforced remote learning ( n = 404; age range: 11 to 18 years; M = 14.75, SD = 1.59; 50.2% female, and 3% non-/other gendered or declined to answer). Strength-based parenting had a significant predictive effect on student academic motivation with school belonging mediating the association between strength-based parenting and academic motivation. The mediating effect of school belonging on the association between strength-based parenting and academic motivation was moderated by strength use during remote learning. The results of the study are discussed using a positive education lens with implications for improving skills and strategies to foster positive student functioning in times of remote learning and crisis.

Well-being approaches targeted to improve child and youth health post-COVID-19 pandemic: a scoping review

“…It has long been demonstrated that children and youth who report meaningful connections with their parents, teachers, and school environments have lower levels of mental health difficulties [63,64]. The included studies highlighted that connectedness during the COVID-19 pandemic had a significantly positive impact on child and youth health [24,[65][66][67], and personal relations among children and youth with their educational teachers, parents, and peers was a hallmark of most included studies. Accordingly, dedicated time for social activity in educational settings that includes opportunities to connect with teachers and peers was one approach that was frequently referred to as necessary to continue post-COVID-19, which may occur through facilitating open discussions [66,68], conducting team-based activities [66], or enhancing peer learning activities [69,70].…”

“…Accordingly, dedicated time for social activity in educational settings that includes opportunities to connect with teachers and peers was one approach that was frequently referred to as necessary to continue post-COVID-19, which may occur through facilitating open discussions [66,68], conducting team-based activities [66], or enhancing peer learning activities [69,70]. , demonstrated that enhanced positive teacher and student relationships mitigated the impacts of peer victimization and mental health difficulties for younger students during the pandemic; these relationships were also defined by parental mediation and approaches [24,71]. The pandemic revealed that students' social-emotional development is inadequately supported even in normal times, calling for an urgent need for more effective social-emotional learning opportunities and innovative approaches to expand student supports.…”

Positive Parenting, Prosocial Behavior, Meaning in Life, and Subjective Well-being in Adolescents: a Parallel and Serial Mediation Analysis

“…It is a positive parenting style that seeks to "deliberately identify and cultivate positive states, positive processes, and positive qualities in one's children" (Waters, 2015, p. 690). This parenting approach emphasizes on recognizing, promoting, and developing child's strengths and positive attributes to promote mental health and well-being (Allen et al, 2022;Arslan et al, 2022a). Parents respect their children's interests, encourage them to explore, and help them build self-confidence and a positive sense of self (Arslan et al, 2022b;Jach et al, 2018).…”

A Systematic Review of Psychosocial Resilience Interventions for Children and Adolescents in the COVID-19 Pandemic Period

“…The COVID-19 pandemic caused negative effects on the physical (Liu et al, 2020), and psychosocial health and well-being of children and adolescents (Arslan et al, 2022;Avcı, 2023;Gifford-Smith & Brownell, 2003;Majercakova Albertova & Bolekova, 2022;Panda et al, 2021;Ravens-Sieberer et al, 2021;Xie et al, 2020;Zhou et al, 2020b). Many international studies confirm the burden of children and adolescents, throughout the COVID-19 pandemic, with anxiety, depression and post-traumatic stress (Kar & Bastia 2006;Ma et al, 2021;Stavridou et al, 2020;Yıldırım & Çiçek, 2022).…”