The Role of Parental Self-Efficacy Regarding Support for Adolescents' Coping, Self-Regulated Learning, Self-Efficacy, and Emotions

• In Event: Marriott Roundtable Session Seven
  In Roundtable Session: Parent Engagement in School Community, Culture, and Climate (Table 9)

Abstract

Although adolescence is characterized by increasing individuation, parental support remains an important resource. This multi-informant study examined the role of parental self-efficacy in providing emotional and instrumental support when 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 adolescents' reports of self-regulated learning (SRL), learning self-efficacy, and positive emotions, mediated via adolescents’ problem-focused and emotion-focused coping. Assumptions were tested among 263 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. Interestingly, instrumental academic support negatively related to SRL, suggesting benefits of emotional over instrumental support.

Authors

• Marko Lüftenegger, Universität Wien
  Presenting Author

• Joy Muth, University of Vienna
  Presenting Author

• Luisa Grützmacher
  Non-Presenting Author

• Barbara Schober, University of Vienna
  Non-Presenting Author

• Julia Holzer, University of Vienna
  Non-Presenting Author