Socioeconomic Status, Parental Involvement, and Student Outcomes During COVID-19 School Suspension in Hong Kong

• In Event: Navigating the Pandemic: Resilience, Challenges, and Possibilities

Abstract

Contextualized in the prolonged period of COVID-19-related school suspension in Hong Kong, the present study unravels relationships between socioeconomic status (SES), parental involvement, and learning outcomes for 932 secondary students and their parents who participated in the eCitizen Education 360 survey. Three-step latent profile analysis (LPA) showed that there are four types of parents with varying patterns of involvement. Parents from homes with more learning resources are more involved at home. Students with more involved parents learn more digital skills. They are more self-regulated and self-efficacious and less worried about school resumption. The study contributes to our understanding of complex patterns of parental involvement and parental involvement’s contribution to student learning.

Authors

• Cheng Yong Tan, The University of Hong Kong

• Qianqian Pan, National Institute of Education - Nanyang Technological University

• Yuxiao Zhang, The University of Hong Kong

• Min Lan, The University of Hong Kong

• Nancy Law, The University of Hong Kong