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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. i 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, br. 1, 2022, str. 1-18. https://doi.org/10.31299/hrri.58.1.1

Bakota, Koraljka, Lucija Punjek, Katarina Pavičić Dokoza i 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, br. 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), str. 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. [pristupljeno 07.12.2024.];58(1):1-18. doi: 10.31299/hrri.58.1.1

K. Bakota, L. Punjek, K. Pavičić Dokoza i 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, br. 1, str. 1-18, 2022. [Online]. Dostupno na: https://urn.nsk.hr/urn:nbn:hr:257:725791. [Citirano: 07.12.2024.]

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Podaci o radu
Naslov (engleski)Parenting self-efficacy and time involvement in remote schooling of elementary school children with and without hearing and/or speech disorders
AutorKoraljka Bakota https://orcid.org/0000-0001-6664-5993
AutorLucija Punjek
AutorKatarina Pavičić Dokoza https://orcid.org/0000-0002-9918-7906
AutorGordana Keresteš https://orcid.org/0000-0002-5056-3894
Autorova ustanova(Poliklinika za rehabilitaciju slušanja i govora SUVAG)
Autorova ustanovaSveučilište u Zagrebu
Filozofski fakultet
Znanstveno / umjetničko
područje, polje i grana		DRUŠTVENE ZNANOSTI
Edukacijsko-rehabilitacijske znanosti
Znanstveno / umjetničko
područje, polje i grana		DRUŠTVENE ZNANOSTI
Pedagogija
Znanstveno / umjetničko
područje, polje i grana		DRUŠTVENE ZNANOSTI
Logopedija
Sažetak (engleski)
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.
Ključne riječi (engleski)
Jezikengleski
Vrsta publikacijeZnanstveni rad - Izvorni znanstveni rad
Status objaveObjavljen
Vrsta recenzijeRecenziran - međunarodna recenzija
Verzija publikacijeObjavljena verzija rada (izdavačev PDF)
Naslov časopisaHrvatska revija za rehabilitacijska istraživanja
Brojčani podacivol. 58, br. 1, str. 1-18
p-ISSN1331-3010
e-ISSN1848-7734
DOIhttps://doi.org/10.31299/hrri.58.1.1
URN:NBNurn:nbn:hr:257:725791
Datum objave publikacije2022
URL dokumentahttps://hrcak.srce.hr/279532
Vrsta resursaTekst
Prava pristupaOtvoreni pristup
Uvjeti korištenjaIkona licence Imenovanje-Nekomercijalno-Bez prerada 4.0 međunarodna (CC BY-NC-ND 4.0)
Datum i vrijeme pohrane2022-06-28 07:48:41