Family perception of primary chool students in private centers during covid-19 confinement

Article Sidebar

Revista INFAD. Número 1, volumen 1 de 2021
PDF (Español (España))
Published: Aug 3, 2021
DOI: https://doi.org/10.17060/ijodaep.2021.n1.v1.2041
Keywords:
primary education homework family covid-19 perceptions

Main Article Content

Lucía Pérez Vera
Universidad de Extremadura
Miguel Ángel Durán Vinagre
Universidad de Extremadura
Ana Paredes Espinosa
Universidad de Extremadura
Susana Sánchez Herrera
Universidad de Extremadura

Abstract

During the period from March, April and May 2020, many labour and training sectors were paralyzed as a result of the COVID-19 pandemic, being forced to carry out their activities online and therefore the Spanish education system had to exercise the teaching-learning process in a new scenario. In order to understand the perceptions of family members of Primary Education students, in private-concerted centers, this study disseminated a questionnaire during the month of March 2020. The results of theanalysis of the datacollected show that most families of the sample analyzed consider that the task load should vary according to the subjects, showing mostly patience in the resolution of doubts and developing good planning to continue the educational development of the course
from home, manifestation that the time spent performing the tasks was extensive.

Downloads

Download data is not yet available.

Article Details

How to Cite
Pérez Vera, L., Durán Vinagre, M. Ángel, Paredes Espinosa, A. ., & Sánchez Herrera, S. (2021). Family perception of primary chool students in private centers during covid-19 confinement. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(1), 51–58. https://doi.org/10.17060/ijodaep.2021.n1.v1.2041
Issue
Vol. 1 No. 1 (2021): POSITIVE OVERCOMING AND LEARNING: THE RESPONSE TO COVID-19
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 

References

Beltrán, J., y Venegas, M. (2020). Educar en época de confinamiento: la tarea de renovar un mundo común. Revista de Sociología de la Educación, 13(2).

Brown, J., McLennan, C., Mercieca, D., Mercieca, D., Robertson, D., y Valentine, E. (2021). Technology as thirdspace: teachers in scottish schools engaging with and being challenged by digital technology in first COVID- 19 lockdown. Education Sciences, 11(3), 136. https://doi.org/10.3390/educsci11030136

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 (RASE), 13(2), Especial COVID-19, 114-139. https://doi.org/10.7203/rase.13.2.17125

Covarrubias, L. Y. (2021). Educación a distancia: Transformación de los aprendizajes. Telos: Revista De Estudios Interdisciplinarios En Ciencias Sociales, 23(1), 150-160. https://doi.org/10.36390/telos231

Díez-Gutiérrez, E., y Gajardo-Espinoza, K. (2020). Educar y Evaluar en Tiempos de Coronavirus: la Situación en España. Multidisciplinary Journal of Educational Research, 10(2), 102-134. http://dx.doi.org/10.17583/remie.2020.5604

Distefano, R., Galisnsky, E., McClelland, M. M., Zelazo, P. D., y Carlson, S. M. (2018). Autonomy-supportive parenting and associations with child and parent executive function. Journal of Applied Developmental Psychology, 58, 77-85. https://doi.org/10.1016/j.appdev.2018.04.007

Escudero, J. M., Martínez-Domínguez, B., y Nieto, J. M. (2018). Las TIC en la formación continua del profesorado en el contexto español. Revista de Educación, 382, 57-80. https://doi.org/10.4438/1988-592X-RE-2018-382-392

Feito, R. (2020). Este es el fin de la escuela tal y como la conocemos. Unas reflexiones en tiempo de confinamiento. Revista de Sociología de la Educación (RASE), 13(2), Especial COVID-19, 156-163. https://doi.org/10.7203/rase.13.2.17130

Ferraces, M. J., Lorenzo, M., Godás, A., y Santos, M. A. (2020). Students’ mediator variables in the relationship between family involvement and academic performance: effects of the styles of involvement. Psicología Educativa, 27(1), 85-92. https://doi.org/10.5093/psed2020a19

Garrote, D., Jiménez-Fernández, S., y Serna, R. (2018). Gestión del tiempo y uso de las TIC en estudiantes universitarios. Píxel-Bit, 53, 109-121. https://doi.org/10.12795/pixelbit.2018.i53.07

Hyland-Wood, B., Gardner, J., Leask, L., y Ecker, U. (2021). Toward effective government communication strategies in the era of COVID-19. Humanities and Social Sciences Commnications, 8(30). https://doi.org/10.1057/s41599-020-00701-w

López, L., López, B., y Prieto, E. (2018). Tendencias innovadoras en la formación on-line. La oferta web de postgrados e-learning y blended learning en España. Píxel-Bit, 53, 1-15. https://doi.org/10.12795/pixelbit.2018.i53.06

Muñoz Moreno, J. L., y Lluch Molins, L. (2020). Educación y Covid-19: Colaboración de las Familias y Tareas Escolares. Revista Internacional De Educación Para La Justicia Social, 9(3), 1-17.

Núñez, J. C., Suárez, N., Fernández, M., Cerezo, R., Rodríguez, C., y Rosario, P. (2012). Tareas para casa, implicación familiar y rendimiento académico. Aula Abierta, 40(1), 73-84.

O’Sullivan, D., Rahamathulla, M., y Pawar, M. (2020). The impact and implications of COVID-19: an Australian perspective. The International Journal of Community and Social Development, 2(2), 134-151. https://doi.org/10.1177/2516602620937922

Palau, R., Fuentes, M., Mogas, J., y Cebrián, G. (2020). Analysis of the implementation of teaching and learning processes at Catalan schools during the Covid-19 lockdown. Technology, Pedagogy and Education, 1-17. https://doi.org/10.1080/1475939X.2020.1863855

Pérez-Díaz, V., Rodríguez, J., y Sánchez, L. (2001). La familia española ante la educación de sus hijos. Barcelona: Fundación La Caixa.

Teräs, M., Suoranta, H., Teräs, H., y Curcher, M. (2020). Post-Covid-19 education and education technology “solutionism”: a seller s market. Postdigital Science and Education, 2, 863-878. https://doi.org/10.1007/s42438-020-00164-x

Wang, C., Cheng, Z., Yue, X. G., y McAleer, M. (2020). Risk Management of COVID-19 by Universities in China. Journal of Risk and Financial Management, 13(2), 36. http://dx.doi.org/10.3390/jrfm13020036

Wang, G., Zhang, Y., Zhao, J., Zhang, J., y Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. The Lancet, 395(10228), 945-947. https://doi.org/10.1016/S0140-6736(20)30547-X

Yi, Y., Lagniton, P., Ye, S., Li, E., y Xu, R. H. (2020). covid-19: what has been learned and to be learned about the novel coronavirus disease. International Journal of Biological Sciences, 16, 10, 1753–1766.

Zhang, Y.,y Ma, Z. F. (2020). Impact of the COVID-19 Pandemic on Mental Health and Quality of Lifeamong Local Residents in Liaoning Province, China: A Cross-Sectional Study. International Journal of Environmental Research and Public Health, 17(7), 2381. https://doi.org/10.3390/ijerph17072381