The COVID-19 representation and implications for children's well-being: A three-way perspective

Abstract

The present research investigated the COVID-19 representation and its implications on children?s psychological health. We used multiple perspectives to explore this issue, i.e., children?s (N = 50, age range 8 ? 10), parents? (N = 100, age range 28 ? 54), and teachers? (N = 2, age 22 and 26) viewpoints, in a short longitudinal approach (Time 1 ? November 2020, Time 2 ? December 2020), during one of the most critical COVID-19 periods in Romania. We assumed similar patterns between parents? and children?s representations of the COVID-19 pandemic, and our qualitative analyses confirmed this assumption. Next, our findings suggested that children?s higher levels of fear of COVID-19 correlated with higher anxiety levels at Time 1; meanwhile, at Time 2, children?s fear of COVID-19 significantly correlated with their well-being, which might indicate the potentially protective role of fear of COVID-19 through perceived threat. At Time 1, children?s self-reported measures of anxiety were significantly associated with parents? and teachers? perceived anxiety. At Time 2, teachers? perceived anxiety concerning their students was not associated with children?s self-reported levels, as were their parents. Finally, at Time 1 (but not at Time 2), children?s fear of COVID-19 moderated the link between anxiety and children?s well-being. Results also suggested a partial mediating effect of parents? fear of COVID-19 on the relationship between children?s fear of COVID-19 and well-being at Time 2, but not at Time 1. Finally, our results suggested that focusing on the future did not significantly impact children?s well-being, fear of COVID, or anxiety. However, children who wrote in their diaries focusing on present behaviors and emotions reported significantly higher anxiety levels at Time 2 compared to Time 1. We discuss our results concerning their practical implications in the 2020?2022 COVID-19 pandemic at personal, family, and educational levels.