Associations Between Parenting Stress and Children’s Academic Engagement When Schools Were Closed During the COVID-19 Pandemic: Risk and Protective Factors
Bibliographic record
Abstract
Abstract The present study investigated associations between parenting stress and children’s academic engagement when schools were closed in spring/ early summer 2020. We investigated four dimensions of children’s academic engagement, i.e., behavioral, cognitive, emotional, and agentic. Participants of this online survey study were 78 families (75 mothers and 54 fathers), recruited in the United States from advertisements on Facebook in May 2020. Children were, on average, 11.05 years old (SD=3.73). Out of the total sample, 46 parents also consented for their child to participate in the study. Contrary to our expectations, we did not find evidence for direct associations between parenting stress and children’s academic engagement. However, our findings suggest that the associations between parenting stress and children’s academic engagement is moderated by children’s interest in at-home learning activities and the length of homeschooling. Recommendations for future research on the effects of the pandemic on children’s learning are discussed.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".