Prädiktoren von prozessbezogener und strukturierender elterlicher Unterstützung während des (coronabedingten) Distanzunterrichts

Sander, Andreas; Schäfer, Laura; van Ophuysen, Stefanie

School closure due to Corona-pandemic shifted school learning into the families. Pupils were faced with the task to organize learning and the use of learning time more independently. The children were primarily supported by parents in aspects of organization and learning content. Based on previous research on parental homework support and educational partnerships, it can be assumed that both the structuring and process-related learning support provided by parents depends on socio-demographic characteristics of the family, but is also associated with characteristics of the child (e.g., age, learning behavior) and the perceived school learning support (teacher commitment, level of requirements). These associations were investigated by regression analysis on the basis of data from a standardized online survey with N = 6685 parents of children at secondary schools in the German federal state of North Rhine-Westphalia. The findings speak in favor of adaptive learning support for parents, which is less intensive for older and female students with favorable learning behavior than for younger and male students with unfavorable learning behavior. School-based learning guidance also contributes to the prediction of parental behavior, with committed teacher behavior contributing to increased support for the child, especially in families with lower school leaving certificates of (surveyed) parents.