engleski

Parenting self-efficacy and time involvement in remote schooling of elementary school children with and without hearing and/or speech disorders

During the COVID-19 pandemic, remote schooling was conducted in the Republic of Croatia on several occasions. The aim of this study was to compare the experience of parenting in parents of elementary school children with hearing impairment and/or speech and language disorders and those of typically developing children during remote schooling due to the COVID-19 pandemic. Parental time involvement and predictors of general parenting self-efficacy were examined. There were two online surveys with the same questionnaire. The first one involved 267 parents of typically developing children, and the second one 109 parents of children with hearing impairment and/or speech and language disorders. Chi square and hierarchical regression analysis were used. The results showed that on working days, as well as on weekends, parents of children with developmental disorders invested significantly more time compared to the parents of typically developing children in their child's remote schooling. Furthermore, it turned out that higher general parenting self-efficacy was reported by parents who have more children, whose children are more independent regarding remote schooling, whose children don’t have developmental disorders and those who suffer less stress due to their children's remote schooling. This research highlighted the importance of adjusting the remote schooling to the different needs and abilities of students and the conditions of students' families in order to prevent parental lack of self-efficacy and to improve students’ educational achievement.

COVID-19 pandemic ; parents of elementary school children ; remote schooling ; students with and without hearing and/or speech disorders

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