Associations Between Parenting Stress and Children’s Academic Engagement When Schools Were Closed During the COVID-19 Pandemic: Risk and Protective Factors
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
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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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.012 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it