Affiliation:
1. Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Austria
2. Department for Teacher Education, Centre for Teacher Education, University of Vienna, Austria
Abstract
Although adolescence is characterized by increasing individuation, parental support represents an important resource especially in early adolescence. This multi-informant study examined the role of parental self-efficacy in providing emotional and instrumental support when early adolescents partially learned from home during the COVID-19 pandemic. Based on a resources model of coping, we examined effects of parental self-efficacy on early adolescents' reports of self-regulated learning (SRL), learning self-efficacy, and positive emotions, mediated via early adolescents’ problem-focused and emotion-focused coping. Assumptions were tested among 263 Austrian parent-child dyads. While the mediation assumption was rejected, we identified positive associations between emotional support and SRL, and between problem-focused coping and SRL, learning self-efficacy, and positive emotions. Instrumental support negatively related to SRL, suggesting benefits of emotional over instrumental support.
Funder
Vienna Science and Technology Fund
Subject
Life-span and Life-course Studies,Sociology and Political Science,Social Sciences (miscellaneous),Developmental and Educational Psychology
Cited by
6 articles.
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