Palavras chave

Impacto socioemocional, relação família-escola, desempenho escolar, educação a distância, confinamento, COVID-19

Resumo

A situação gerada pelo confinamento forçado da sociedade pela COVID-19 tem levado, em muitos países, a mudanças nos hábitos de vida que têm gerado inúmeros estudos para conhecer os efeitos desta nova situação social. Uma mudança importante foi a digitalização do trabalho e, portanto, do ensino, provocando a imersão forçada em uma educação escolar a distância de forma abrupta. Nesse sentido, esta pesquisa aborda um estudo com metodologia quantitativa e delineamento ex post facto, com o objetivo de analisar o impacto do confinamento por COVID-19 no desempenho de crianças em idade escolar (3 a 12 anos). Um total de 529 participantes adultos completou o questionário CIEN (Questionário sobre o Impacto Educacional nas Crianças) sobre o impacto educacional do COVID-19 em suas filhas e filhos que frequentam a escola na Espanha. Os resultados geraram um modelo robusto baseado em equações estruturais que explicaram 39,7% da variância do desempenho escolar em casa, sendo a relação família-escola a variável que apresentou maior peso explicativo (? = 0,505; p <0,05). Conclui-se que os benefícios advindos da relação entre família e escola, evidentes no estabelecimento de laços de comunicação e cooperação, facilitam o enfrentamento de desafios educacionais compartilhados como, por exemplo, a educação a distância nos tempos do COVID-19.

Ver infografia

Referências

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

Fundref

Crossmark

Technical information

Recebido: 28-05-2021

Revisado: 17-06-2021

Aceite: 15-07-2021

OnlineFirst: 15-10-2021

Data de publicação: 01-01-2022

Tempo de revisão do artigo: 20 dias | Tempo médio de revisão do número 70: 35 dias

Tempo de aceitação do artigo: 48 dias | Tempo médio de aceitação do número 70: 66 dias

Tempo de edição da pré-impressão: 173 dias | Tempo médio de edição pré-impressão do número 70: 191 dias

Tempo de processamento do artigo: 218 dias | Tempo médio de processamento do número 70: 236 dias

Métricas

Métricas deste artigo

Vistas: 47288

Leituras dos resumos: 40234

Descargas em PDF: 7054

Métricas completas do Comunicar 70

Vistas: 516180

Leituras dos resumos: 433566

Descargas em PDF: 82614

Citado por

Citas em Web of Science

Karakose, T. Assessing the Relationships between Internet Addiction, Depression, COVID-19-Related Fear, Anxiety, and Suspicion among Graduate Students in Educational Administration: A Structural Equation Modeling Analysis SUSTAINABILITY, 2022.

https://doi.org/10.3390/su14095356

Zhang, MX; Zhang, P; (...); Zhang, WC. A systematic review of current status and challenges of vaccinating children against SARS-CoV-2 JOURNAL OF INFECTION AND PUBLIC HEALTH, 2022.

https://doi.org/10.1016/j.jiph.2022.10.006

Sianes-Bautista, A; Rosado-Castellano, F and Flores-Rodriguez, C. Research Trends in Education in the Context of COVID-19 in Spain: A Systematic Literature Review Sustainability, 2022.

https://doi.org/10.3390/su141912235

Martin-Sanchez, M; Caceres-Munoz, J and Flores-Rodriguez, C. The Effects of the COVID-19 Pandemic on Educational Communities: Evidence of Early Childhood Education Students INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH, 2022.

https://doi.org/10.3390/ijerph19084707

Martin-Nunez, JL; Bravo-Ramos, JL; (...); Nunez-del-Rio, C. Teaching in Secondary Education Teacher Training with a Hybrid Model: Students' Perceptions Sustainability, 2022.

https://doi.org/10.3390/su14063272

Juarez-Varon, D; Bellido-Garcia, I and Gupta, BB. Analysis of stress, attention, interest, and engagement in onsite and online higher education: A neurotechnological study Comunicar, 2023.

https://doi.org/10.3916/C76-2023-02

Citas em Scopus

Karakose, T. . Assessing the Relationships between Internet Addiction, Depression, COVID-19-Related Fear, Anxiety, and Suspicion among Graduate Students in Educational Administration: A Structural Equation Modeling Analysis), Sustainability (Switzerland), .

https://doi.org/10.3390/su14095356

Falcón, I.G., Díaz, K.Á.. Spanish education policy in pandemic times. Decisions and consequences for families and students from an inclusive perspective), Encyclopaideia, .

https://doi.org/10.6092/issn.1825-8670/14577

Zhang, M. , Zhang, P. , Liang, Y. , (...), Zhang, X. , Zhang, W.. Una revisión sistemática del estado actual y los desafíos de vacunar a los niños contra el SARS-CoV-2), Revista de infección y salud pública, .

https://doi.org/10.1016/j.jiph.2022.10.006

Sianes-Bautista, A., Rosado-Castellano, F., Flores-Rodríguez, C.. Research Trends in Education in the Context of COVID-19 in Spain: A Systematic Literature Review), Sustainability, .

https://doi.org/10.3390/su141912235

Martín-Sánchez, M., Cáceres-Muñoz, J., Flores-Rodríguez, C. . The Effects of the COVID-19 Pandemic on Educational Communities: Evidence of Early Childhood Education Students ), International Journal of Environmental Research and Public Health, .

https://doi.org/10.3390/ijerph19084707

Martín-Núñez, J.L., Bravo-Ramos, J.L., Sastre-Merino, S., (...), Redondo, A.C., Núñez-Del-río, C. . Teaching in Secondary Education Teacher Training with a Hybrid Model: Students’ Perceptions ), Sustainability, .

https://doi.org/10.3390/su14063272

Juárez-Varón, D., Bellido-García, I., Gupta, B.-B.. Analysis of stress, attention, interest, and engagement in onsite and online higher education: A neurotechnological study ), Comunicar, .

https://doi.org/10.3916/C76-2023-02

Golob, T., Makarovič, M., Rek, M. . Parents' meta-reflexivity benefits media education of children ), Comunicar, .

https://doi.org/10.3916/C76-2023-08

Carcausto, W., Leyva, M.P.C., Romero, R.R.R., Gamarra, S.K.S., Colonio, A.I.C.. Systems of analysis of the involvement of families in early childhood distance education), RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao, .

Link Google Scholar

Citas em Google Scholar

Martín-Núñez, J. L., Bravo-Ramos, J. L., Sastre-Merino, S., Pablo-Lerchundi, I., Caravantes Redondo, A., & Núñez-del-Río, C. (2022). Teaching in Secondary Education Teacher Training with a Hybrid Model: Students’ Perceptions. Sustainability, 14(6), 3272.

https://www.mdpi.com/1537096

Martín-Sánchez, M., Cáceres-Muñoz, J., & Flores-Rodríguez, C. (2022). The Effects of the COVID-19 Pandemic on Educational Communities: Evidence of Early Childhood Education Students. International Journal of Environmental Research and Public Health, 19(8), 4707.

https://www.mdpi.com/1586340

Assessing the Relationships between Internet Addiction, Depression, COVID-19-Related Fear, Anxiety, and Suspicion among Graduate Students in Educational … T Karakose - Sustainability, 2022 - mdpi.com

https://www.mdpi.com/2071-1050/14/9/5356

Research Trends in Education in the Context of COVID-19 in Spain: A Systematic Literature Review A Sianes-Bautista, F Rosado-Castellano… - Sustainability, 2022 - mdpi.com

https://www.mdpi.com/2071-1050/14/19/12235

Ribés, A. S., Buils, S., Sánchez-Tarazaga, L., & Ruiz-Bernardo, P. (2022). Gestión de la Heterogeneidad del Alumnado durante el Confinamiento Ocasionado por la Pandemia Covid-19: Reflexiones de Docentes en Formación. Revista Latinoamericana de Educación Inclusiva, 16(1), 41-58.

http://www.rinace.net/rlei/numeros/vol16-num1/RLEI_16,1.pdf#page=41

Ingelmo, R. M. G., Alonso, F. G., & Litago, J. D. U. OPINIÓN DE LAS FAMILIAS SOBRE LA ADAPTACIÓN DE LOS CENTROS EDUCATIVOS AL CONFINAMIENTO CAUSADO POR LA PANDEMIA DE COVID-19.

...

A systematic review of current Status and Challenges of Vaccinating Children against SARS-CoV-2 M Zhang, P Zhang, Y Liang, B Du, L Li, Z Yu… - Journal of Infection and …, 2022 - Elsevier

https://www.sciencedirect.com/science/article/pii/S187603412200260X

Spanish education policy in pandemic times. Decisions and consequences for families and students from an inclusive perspective IG Falcón, KÁ Díaz - Encyclopaideia, 2022 - encp.unibo.it

https://encp.unibo.it/article/view/14577

Influence of Covid-19 on the Socio-Emotional Aspect of School Communities MV Baron, C Brandenburg, JC da Silva Maciel… - Medical Research …, 2022 - esmed.org

https://esmed.org/MRA/mra/article/view/3025

Adaptación escolar post pandemia de los niños de 5 años del CA UCV College Piura VM Merino Aquino - 2022 - repositorio.ucv.edu.pe

https://repositorio.ucv.edu.pe/handle/20.500.12692/98905

Baixar

Métricas alternativas

Como citar

Serrano-Díaz, N., Aragón-Mendizábal, E., & Mérida-Serrano, R. (2022). Families’ perception of children’s academic performance during the COVID-19 lockdown. [Percepción de las familias sobre el desempeño escolar durante el confinamiento por COVID-19]. Comunicar, 70, 59-68. https://doi.org/10.3916/C70-2022-05

Compartilhar

           

Oxbridge Publishing House

4 White House Way

B91 1SE Sollihul United Kingdom

Administração

Redação

Creative Commons

Este site usa cookies para obter dados estatísticos sobre a navegação de seus usuários. Se você continuar navegando, consideramos que você aceita seu uso. +info X