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Scientific paper - Original scientific paper
Parenting self-efficacy and time involvement in remote schooling of elementary school children with and without hearing and/or speech disorders
Hrvatska revija za rehabilitacijska istraživanja, 58 (2022), 1; 1-18. https://doi.org/10.31299/hrri.58.1.1
Bakota, Koraljka; Punjek, Lucija; Pavičić Dokoza, Katarina; Keresteš, Gordana

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Bakota, K., Punjek, L., Pavičić Dokoza, K. & Keresteš, G. (2022). Parenting self-efficacy and time involvement in remote schooling of elementary school children with and without hearing and/or speech disorders. Hrvatska revija za rehabilitacijska istraživanja, 58. (1), 1-18. doi: 10.31299/hrri.58.1.1

Bakota, Koraljka, et al. "Parenting self-efficacy and time involvement in remote schooling of elementary school children with and without hearing and/or speech disorders." Hrvatska revija za rehabilitacijska istraživanja, vol. 58, no. 1, 2022, pp. 1-18. https://doi.org/10.31299/hrri.58.1.1

Bakota, Koraljka, Lucija Punjek, Katarina Pavičić Dokoza and Gordana Keresteš. "Parenting self-efficacy and time involvement in remote schooling of elementary school children with and without hearing and/or speech disorders." Hrvatska revija za rehabilitacijska istraživanja 58, no. 1 (2022): 1-18. https://doi.org/10.31299/hrri.58.1.1

Bakota, K., et al. (2022) 'Parenting self-efficacy and time involvement in remote schooling of elementary school children with and without hearing and/or speech disorders', Hrvatska revija za rehabilitacijska istraživanja, 58(1), pp. 1-18. doi: 10.31299/hrri.58.1.1

Bakota K, Punjek L, Pavičić Dokoza K, Keresteš G. Parenting self-efficacy and time involvement in remote schooling of elementary school children with and without hearing and/or speech disorders. Hrvatska revija za rehabilitacijska istraživanja [Internet]. 2022 [cited 2024 December 13];58(1):1-18. doi: 10.31299/hrri.58.1.1

K. Bakota, L. Punjek, K. Pavičić Dokoza and G. Keresteš, "Parenting self-efficacy and time involvement in remote schooling of elementary school children with and without hearing and/or speech disorders", Hrvatska revija za rehabilitacijska istraživanja, vol. 58, no. 1, pp. 1-18, 2022. [Online]. Available at: https://urn.nsk.hr/urn:nbn:hr:257:725791. [Accessed: 13 December 2024]

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Metadata
Title (english)Parenting self-efficacy and time involvement in remote schooling of elementary school children with and without hearing and/or speech disorders
AuthorKoraljka Bakota https://orcid.org/0000-0001-6664-5993
AuthorLucija Punjek
AuthorKatarina Pavičić Dokoza https://orcid.org/0000-0002-9918-7906
AuthorGordana Keresteš https://orcid.org/0000-0002-5056-3894
Author's institution(The SUVAG Polyclinic)
Author's institutionUniversity of Zagreb
Faculty of Humanities and Social Sciences
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Education/Rehabilitation Sciences
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Pedagogy
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Speech Therapy
Abstract (english)
During the COVID-19 pandemic, remote schooling was conducted on several occasions in the Republic of Croatia. The aim of this study is to compare the remote schooling experiences of parents of elementary school children with hearing and/or speech and language disorders and those of parents of typically developing children during the COVID-19 pandemic. Parental time involvement and predictors of general parenting self-efficacy were examined using two online surveys based on the same questionnaire. The first survey involved 267 parents of typically developing children, while the second involved 109 parents of children with hearing and/or speech and language disorders. Data were analysed using chi-square tests and hierarchical regression analysis. Our results show that, on working days and on weekends, parents of children with developmental disorders invested significantly more time in their child’s remote schooling than parents of typically developing children. Furthermore, higher general parenting self-efficacy was reported by parents who had more children, those whose children were more independent regarding remote schooling, those whose children did not suffer from developmental disorders, as well as those who experienced less stress due to their child’s remote schooling. Our study highlights the importance of adapting the remote schooling model based on the different needs and abilities of students, as well as the requirements of their families in order to prevent low parenting self-efficacy and improve students’ educational achievements.
Keywords (english)
Languageenglish
Publication typeScientific paper - Original scientific paper
Publication statusPublished
Peer reviewPeer review - international
Publication versionPublished version
Journal titleHrvatska revija za rehabilitacijska istraživanja
Numberingvol. 58, no. 1, pp. 1-18
p-ISSN1331-3010
e-ISSN1848-7734
DOIhttps://doi.org/10.31299/hrri.58.1.1
URN:NBNurn:nbn:hr:257:725791
Publication2022
Document URLhttps://hrcak.srce.hr/279532
Type of resourceText
Access conditionsOpen access
Terms of useLicence Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) icon
Created on2022-06-28 07:48:41