Psychological stress, parental involvement and parental views of school success for children during the COVID-19: a moderated model

Abstract

ABSTRACT This study focuses on the relationships among parental psychological stress, parental views of school success, and parental involvement during the COVID-19 pandemic and after the introduction of the double reduction policy. The results of a related questionnaire survey of 459 parents showed that two dimensions of parental views of school success – parental views of academic success and parental views of social success – significantly influenced four dimensions of parental involvement: involvement in school activities, monitoring, interest development, and helping with homework (except for anxiety and over-protection). In addition, the positive effect of parental views of academic success on anxiety and over-protection and monitoring was more pronounced when moderated by psychological stress, and parental views of social success positively influenced involvement in school activities only when psychological stress was low. This study can help increase students’, parents’, and schools’ understanding of parental involvement during the pandemic and the relationship between parental views of school success and parental involvement. It provides detailed recommendations for parents, schools, and the government on improving parental involvement since the beginning of the pandemic. The study’s significance, limitations, and implications are also discussed.