Students’ affective engagement, parental involvement, and teacher support in emergency remote teaching during the Covid-19 pandemic
Evidence from a cross-sectional survey in China
Bibliographic Data
| ID | 21744102 |
|---|---|
| Authors | Yang Yang (0000-0002-3705-7612, Beijing Normal University), Keqiao Liu (0000-0002-9874-3026, Jiangxi University of Finance and Economics), Miao Li (0000-0003-3258-0946, Shandong University, corresponding author), Siqi Li (0009-0005-6425-1233, Beijing Normal University) |
| Year | 2022 |
| Volume | 54 |
| Issue | sup1 |
| Publication date | 2022-01-31 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Research on Technology in Education (JOURNAL) |
| Journal identifiers | ISSN: 1539-1523 • E-ISSN: 1945-0818 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15391523.2021.1922104 |
| OpenAlex | W3195949248 |
| Language | EN |
| Citations received | 17 |
| References cited | 50 |
Emergency remote teaching has been widely implemented in the education system worldwide to cope with the COVID-19 pandemic. Drawing upon data from a cross-sectional survey conducted in eight middle schools in eastern China (a sample size of 1,550 students and 1,550 parents), we employed multiple linear regressions with school fixed effects to examine the associations among student affective engagement, parental involvement, and teacher support in an emergency remote teaching environment. Our results show that higher levels of parental involvement and teacher support are associated with higher levels of student affective engagement with teacher support presenting the strongest relationship with student engagement. These findings contribute to the understanding of emergency remote teaching in different countries where schools and individual households devise varying strategies and solutions
China · Cross-sectional study · Geography · Mathematics education · Medical education · Pandemic · Student engagement · Child Development and Digital Technology · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology
A cross-sectional study
Parental role in the learning process of children in conflict-affected area
Leadership for inclusive online learning in public primary schools during Covid-19
The relationship between parent-teacher-student association (PTSA) involvement in school and academic achievement as mediated by learning engagement in the case of primary schools
Fostering digital transformation in education
First-Year College Students' Mental Health in the Post-Covid-19 Era in Guangxi, China
Have Teachers’ Perceptions of Parental Engagement Changed Following Covid-19? Evidence from a Mixed-Methods Longitudinal Case Study
Family vs. Teacher–Student Relationships and Online Learning Outcomes Among Chinese University Students
Engaging learners in the emergency transition to online learning during the Covid-19 pandemic
Engaging students via synchronous peer feedback in a technology-enhanced learning environment
Exploring the role of synchrony in asynchronous, synchronous, and quasi-synchronous online learner engagement
Parent Engagement With Their Children's Learning Activities at Home During Covid‐19 Pandemic
Profiling Teacher Support in Foreign Language Classroom
A meta‐analysis of the association between teacher support and school engagement
Reliability and Validity of a Daily Activity Evaluation Questionnaire for Adolescents
Parental Involvement in Rural Education
The Covid ‐19 pandemic and adolescents' and young adults' experiences at school
Learning Online
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice
Teacher-student support, effortful engagement, and achievement
School Engagement
Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement
To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning?
Engagement Matters
Jingle, Jangle, and Conceptual Haziness
Suspending Classes Without Stopping Learning
Learning Engagement and Persistence in Massive Open Online Courses (Moocs)
Students’ and instructors’ use of massive open online courses (Moocs)
Staying Engaged
Student Engagement
School/Family/Community Partnerships
Mitigate the effects of home confinement on children during the Covid-19 outbreak
Exploring the factors affecting Mooc retention
Exploring the impacts of interactions, social presence and emotional engagement on active collaborative learning in a social web-based environment
The Relationship between Teacher Support and Students' Academic Emotions
Parental Involvement and Students' Academic Achievement
School Engagement
The Impact of Covid-19 Epidemic Declaration on Psychological Consequences
Expanding Knowledge of Parental Involvement in Children's Secondary Education
Parental involvement in school
| Citations per year | 4.25 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |