Changes in Parents’ Home Learning Activities With Their Children During the COVID-19 Lockdown : The Role of Parental Stress, Parents’ Self-Efficacy and Social Support




Faculty/Professorship: Early Childhood Education and Care 
Author(s): Oppermann, Elisa  ; Cohen, Franziska ; Wolf, Katrin ; Burghardt, Lars  ; Anders, Yvonne
Publisher Information: Bamberg : Otto-Friedrich-Universität
Year of publication: 2022
Pages: 13
Source/Other editions: Frontiers in Psychology, 12 (2021), 13 S. - ISSN: 1664-1078
is version of: 10.3389/fpsyg.2021.682540
Year of first publication: 2021
Language(s): English
Licence: Creative Commons - CC BY - Attribution 4.0 International 
URN: urn:nbn:de:bvb:473-irb-547952
Abstract: 
As a result of the abrupt closures of daycare centers in Germany due to the COVID-19 pandemic, parents’ ability to provide learning opportunities at home became all the more important. Building on the family stress model, the study investigates how parental stress affected changes in parents’ provision of home learning activities (HLA) during the lockdown, compared to before the lockdown. In addition, the study considers parental self-efficacy and perceived social support as protective factors that may play important roles in disrupting the negative effects of stress. Data stems from a nation-wide survey of 7,837 German parents of children ages 1–6 years, which was conducted in Spring 2020 during the first wave of COVID-19 infections and at a time of strict restrictions in Germany. Results revealed that parental stress was negatively related to changes in the provision of HLA. Parental self-efficacy and an intact social support system were protective of parental stress during the lockdown. Additionally, parental self-efficacy and – to a larger extend – perceived social support interacted with parental stress in the relation to changes in the provision of HLA. Specifically, self-efficacy and perceived social support acted as protective factors that buffered the negative influence of stress on parents’ ability to provide educational activities for their children at home. These results have important implications for supporting families with young children during challenging times, such as the COVID-19 pandemic and the temporary closure of daycare centers.
GND Keywords: COVID-19; Eltern; Kind; Lernumwelt
Keywords: COVID-19, home learning environment (HLE), parental stress, family stress model, social support, parental self-efficacy
DDC Classification: 150 Psychology  
RVK Classification: CX 4500   
Type: Article
URI: https://fis.uni-bamberg.de/handle/uniba/54795
Release Date: 29. July 2022

File SizeFormat  
fisba54795.pdf959.15 kBPDFView/Open