Teacher expectations and parental stress during emergency distance learning and their relationship to students’ perception
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Author (Corporation)
Publication date
17.09.2021
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01A - Journal article
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Frontiers in Psychology
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Volume
12
Issue / Number
712447
Pages / Duration
1-11
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Frontiers
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Abstract
School closures in spring 2020 caused by the COVID-19 pandemic were an unprecedented
and drastic event for students, parents, and teachers. The unplanned adaptation of
classroom instruction to emergency distance learning was necessary to ensure continued
education. In this new learning environment, teachers formed expectations for student
academic achievement gains, which in turn affected the opportunities for students to learn.
Parents faced new challenges in supporting their children’s learning. According to parenting
stress models, such drastic events can be a stress factor for parents, which in turn affects
their children’s adjustment. This study analyzed the extent to which parents and teachers
affected the perceptions of students in compulsory school toward distance learning through
processes at home (individual level) and at the class level with data from multiple informants.
On an individual level, the relationship between parents’ perceived threat of COVID-19 and
their stress due to distance learning and students’ perceived threat of COVID-19 and their
perception of distance learning were examined. Students’ learning behavior was accounted
for as a variable related to their perception of distance learning. At the class level, the
explanatory character of teacher expectations and class-aggregated achievement gains
were examined. Data on students in grades 4 to 8, parents, and teachers in Switzerland
were collected with standardized online questionnaires after the period of school closures.
A subsample of 539 students, 539 parents, and 83 teachers was analyzed. The results of
multilevel structural equation modeling suggested that students had a more positive
perception of distance learning if they were able to learn more autonomously (i.e., more
motivated and concentrated than in regular classroom instruction) and if their parents felt
less stressed in the distance learning setting. Parents were more stressed if they perceived
COVID-19 as a threat. Students’ perception of the COVID-19 threat was related to their
parents’ perception but did not explain students’ learning behavior. At the class level, if
teachers expected high academic achievement gains in distance learning, the average
academic achievement gains of a class were greater. The greater the achievement gains
were, the more positive the collective student perception of distance learning was.
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ISBN
ISSN
1664-1078
Language
English
Created during FHNW affiliation
Yes
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Publication status
Published
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Peer review of the complete publication
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Citation
Garrote, A., Niederbacher, E., Hofmann, J., Rösti, I., & Neuenschwander, M. (2021). Teacher expectations and parental stress during emergency distance learning and their relationship to students’ perception. Frontiers in Psychology, 12(712447), 1–11. https://doi.org/10.3389/fpsyg.2021.712447