参考资料
Álvarez-Zarzuelo, M. (2020). El confinamiento de niñas y niños en España en 2020 por la crisis del COVID 19. Propuestas desde la Educación Social Escolar para la vuelta al centro escolar. Revista de Educación Social, 30, 457-461. https://bit.ly/3fpkMap
Link Google Scholar
Balluerka-Lasa, N., Gómez-Benito, J., Hidalgo-Montesinos, M.D., Gorostiaga-Manterola, A., Espada-Sánchez, J.P., Padilla-García, J.L., & Santed-Germán, M.Á. (2020). Las consecuencias psicológicas de la COVID-19 y el confinamiento. Servicio de Publicaciones de la Universidad del País Vasco. https://bit.ly/34nlzSR
Link Google Scholar
Cabrera, L. (2020). Efectos del coronavirus en el sistema de enseñanza aumenta la desigualdad de oportunidades educativas en España. Revista de Sociología de la Educación, 13(2), 114-139. https://doi.org/10.7203/RASE.13.2.17125
Link DOI | Link Google Scholar
Cheng, X. (2020). Challenges of ‘School’s Out, But Class’s On’ to school education: Practical exploration of Chinese schools during the COVID 19 pandemic. Science Insights Education Frontiers, 5(2), 501-516. https://doi.org/10.15354/sief.20.ar043
Link DOI | Link Google Scholar
Daniel, S.J. (2020). Education and the COVID- 19. Pandemic Prospects, 49, 91-96. https://doi.org/10.1007/s11125-020-09464-3
Link DOI | Link Google Scholar
Dettmers, S., Yotyodying, S., & Jonkmann, K. (2019). Antecedents and outcomes of parental homework involvement: How do family-school partnerships affect parental homework involvement and student outcomes? Frontiers in Psychology, 10, 1048. https://doi.org/10.3389/fpsyg.2019.01048
Link DOI | Link Google Scholar
Drane, C., Vernon, L., & O’Shea, S. (2020). The impact of ‘learning at home’on the educational outcomes of vulnerable children in Australia during the COVID 19 pandemic. Curtin University. https://bit.ly/34hxbqf
Link Google Scholar
Elboj-Saso, C., Cortés-Pascual, A., Íñiguez-Berrozpe, T., Lozano-Blasco, R., & Quílez-Robres, A. (2021). Emotional and educational accompaniment through dialogic literary gatherings: A volunteer project for families who suffer digital exclusion in the context of COVID-19. Sustainability, 13(3), 1206. https://doi.org/10.3390/su13031206
Link DOI | Link Google Scholar
Fernández-Freire, L., Rodríguez-Ruiz, B., & Martínez-González, R.A. (2019). Padres y madres ante las tareas escolares: La visión del profesorado. Aula abierta, 48(1), 77-84. https://doi.org/10.17811/rifie.48.1.2019.77-84
Link DOI | Link Google Scholar
Froiland, J.M., Peterson, A., & Davison, M.L. (2013). The long-term effects of early parent involvement and parent expectation in the USA. School Psychology International, 34(1), 33-50. https://doi.org/10.1177/0143034312454361
Link DOI | Link Google Scholar
Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). COVID-19 and remote learning: Experiences of parents with children during the pandemic. American Journal of Qualitative Research, 4(3), 45-65. https://doi.org/10.29333/ajqr/8471
Link DOI | Link Google Scholar
García-Díaz, A. (2020). Building resilient schools: Flexischooling, integration and COVID-19. Revista Española de Educación Comparada, 38, 211-227. https://doi.org/10.5944/reec.38.2021.28840
Link DOI | Link Google Scholar
Guzón-Nestar, J.L., & González-Alonso, F. (2019). La comunicación entre la familia y la escuela. Papeles salmantinos de educación, 23, 31-54. https://doi.org/10.36576/summa.108386
Link DOI | Link Google Scholar
Hampden-Thompson, G., & Galindo, C. (2017). School–family relationships, school satisfaction and the academic achievement of young people. Educational Review, 69(2), 248-265. https://doi.org/10.1080/00131911.2016.1207613
Link DOI | Link Google Scholar
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Educause review, 27, 1-12. https://bit.ly/34meIsF
Link Google Scholar
Hu, L.T., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Link DOI | Link Google Scholar
Jara-Parra, G.L., & Jara-Parra, M.E. (2020). Relación familia/escuela, educación asistida y ambientes de aprendizaje en casa. In REDINE (Ed.), Conference Proceedings CIVINEDU 2020 (pp. 139-140). Redine. https://bit.ly/34km3cm
Link Google Scholar
Jorquera-Rojas, G. (2019). El futuro donde queremos crecer. Las políticas públicas esenciales para el bienestar de la infancia. Save the Children. https://bit.ly/34xMk7j
Link Google Scholar
Lai, B.S., Osborne, M.C., Piscitello, J., Self-Brown, S., & Kelley, M.L. (2018). The relationship between social support and posttraumatic stress symptoms among youth exposed to a natural disaster. European Journal of Psychotraumatology, 9(2), 1450042. https://doi.org/10.1080/20008198.2018.1450042
Link DOI | Link Google Scholar
López-Bueno, R., López-Sánchez, G.F., Casajús, J.A., Calatayud, J., Tully, M.A., & Smith, L. (2020). Potential health-related behaviors for pre-school and school-aged children during COVID-19 lockdown: A narrative review. Preventive Medicine, 143, 106349. https://doi.org/10.1016/j.ypmed.2020.106349
Link DOI | Link Google Scholar
Manfra, L. (2019). Impact of Homelessness on School Readiness Skills and Early Academic Achievement: A Systematic Review of the Literature. Early Childhood Education Journal, 47, 239-249. https://doi.org/10.1007/s10643-018-0918-6
Link DOI | Link Google Scholar
Manosalva, M.S. (2019). Procesos de socialización y formación ciudadana en los contextos rurales y urbanos. Nodos y Nudos, 6(46), 13-26. https://doi.org/10.17227/nyn.vol6.num46-7835
Link DOI | Link Google Scholar
Moscardino, U., Dicataldo, R., Roch, M., Carbone, M., & Mammarella, I.C. (2021). Parental stress during COVID-19: A brief report on the role of distance education and family resources in an Italian sample. Current Psychology, 1-4. https://doi.org/10.1007/s12144-021-01454-8
Link DOI | Link Google Scholar
Muñoz-Moreno, J.L., & Lluch-Molins, L.L. (2020). Educación y COVID-19: Colaboración de las familias y tareas escolares. Revista Internacional de Educación para la Justicia Social, 9(3), 1-15. https://bit.ly/3yI2bxC
Link Google Scholar
Ordóñez-Sierra, R., & Rodríguez-Gallego, M.R. (2016). Las expectativas de los estudiantes y la calidad del servicio ofertado por la universidad de Sevilla. Revista Complutense de Educación, 27(3), 901-922. https://doi.org/10.5209/rev_RCED.2016.v27.n3.46999
Link DOI | Link Google Scholar
Orgilés, M., Espada, J.P., Delvecchio, E., Francisco, R., Mazzeschi, C., Pedro, M., & Morales, A. (2021). Anxiety and depressive symptoms in children and adolescents during COVID 19 pandemic: A transcultural approach. Psicothema, 33(1), 125-130. https://doi.org/10.7334/psicothema2020.287
Link DOI | Link Google Scholar
Pedrosa, I., Suárez-Álvarez, J., & García-Cueto, E. (2013). Evidencias sobre la validez de contenido: Avances teóricos y métodos para su estimación. Acción Psicológica, 10(2), 3-18. https://doi.org/10.5944/ap.10.2.11820
Link DOI | Link Google Scholar
Rodicio-García, M.L., Ríos-de-Deus, M.P., Mosquera-González, M.J., & Penado-Abilleira, M. (2020). La brecha digital en estudiantes españoles ante la Crisis de la COVID-19. Revista Internacional de Educación para la Justicia Social, 9(3), 103-125. https://doi.org/10.15366/riejs2020.9.3.006
Link DOI | Link Google Scholar
Romero, E., López-Romero L., Domínguez-Álvarez B., Villar, P., & Gómez-Fraguela, J.A. (2020). Testing the effects of COVID-19 confinement in Spanish Children: The Role of parents’ distress, emotional problems and specific parenting. International Journal of Environmental Research and Public Health, 17(19), 6975. https://doi.org/10.3390/ijerph17196975
Link DOI | Link Google Scholar
Ruiz, M.A., Pardo, A., & San-Martín, R. (2010). Modelos de ecuaciones estructurales. Papeles del psicólogo, 31(1), 34-45. https://bit.ly/2RQQUdM
Link Google Scholar
Sahlberg, P. (2020). Does the pandemic help us make education more equitable? Educational Research for Policy and Practice, 20, 1-8. https://doi.org/10.1007/s10671-020-09284-4
Link DOI | Link Google Scholar
Satorra, A., & Bentler, P.M. (2001). A scaled difference chi-square test statistic for moment structure analysis. Psychometrika, 66(4), 507-514. https://doi.org/10.1007/BF02296192
Link DOI | Link Google Scholar
Siqueira, C.A., Freitas, Y.N., Cancela, M., Carvalho, M., Oliveras-Fabregas, A., & Souza, D.L. (2020). The effect of lockdown on the outcomes of COVID-19 in Spain: An ecological study. Plos One, 15(7), e0236779. https://doi.org/10.1371/journal.pone.0236779
Link DOI | Link Google Scholar
Steinmayr, R., Lazarides, R., Weidinger, A., & Christiansen, H. (2020). Teaching and learning during the COVID-19 school lockdown: Realization and associations with parent-perceived students’ academic outcomes—A study and preliminary overview. https://bit.ly/3fL8d8i
Link Google Scholar
Szabo, T.G., Richling, S., Embry, D.D., Biglan, A., & Wilson, K.G. (2020). From helpless to hero: Promoting values-based behavior and positive family interaction in the midst of COVID-19. Behavior Analysis in Practice, 13(3), 568-576. https://doi.org/10.1007/s40617-020-00431-0
Link DOI | Link Google Scholar
Varela, A., Fraguela-Vale, R., & López-Gómez, S. (2021). Juego y tareas escolares: El papel de la escuela y la familia en tiempos de confinamiento por la COVID-19. Estudios sobre Educación, 41, 1-21. https://doi.org/10.15581/004.41.001
Link DOI | Link Google Scholar
Vázquez-Soto, M.A., Bonilla-Moreno, W.T., & Acosta-Rosales, L.Y. (2020). La educación fuera de la escuela en época de pandemia por COVID-19. Experiencias de alumnos y padres de familia. Revista Electrónica sobre Cuerpos Académicos y Grupos de Investigación, 7(14), 111-134. https://bit.ly/3oUfdUd
Link Google Scholar
Zaccoletti, S., Camacho, A., Correia, N., Aguiar, C., Mason, L., Alves, R.A., & Daniel, J.R. (2020). Parents’ perceptions of student academic motivation during the COVID-19 lockdown: A cross-country comparison. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.592670
Link DOI | Link Google Scholar
Zainuddin, Z., Perera, C.J., Haruna, H., & Habiburrahim, H. (2020). Literacy in the new norm: Stay-home game plan for parents. Information and Learning Sciences, 121(78), 645-653. https://doi.org/10.1108/ils-04-2020-0069
Link DOI | Link Google Scholar
