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Socio-emotional impact, family-school relationship, e-learning, academic performance, lockdown, COVID-19
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
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
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
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
Daniel, S.J. (2020). Education and the COVID- 19. Pandemic Prospects, 49, 91-96. https://doi.org/10.1007/s11125-020-09464-3
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
Ruiz, M.A., Pardo, A., & San-Martín, R. (2010). Modelos de ecuaciones estructurales. Papeles del psicólogo, 31(1), 34-45. https://bit.ly/2RQQUdM
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
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
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
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
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
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
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
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
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