Parental Involvement in the Education of Children with Additional Support Needs during the Pandemic: Views from Croatia, Serbia, and Slovenia
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| Title: | Parental Involvement in the Education of Children with Additional Support Needs during the Pandemic: Views from Croatia, Serbia, and Slovenia |
|---|---|
| Language: | English |
| Authors: | Olja Jovanovic (ORCID |
| Source: | European Journal of Psychology of Education. 2025 40(1). |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Inclusion, Special Needs Students, Parent Participation, COVID-19, Pandemics, Parent Attitudes, Parent Role, Home Study, Parent Student Relationship, Parents as Teachers, Parent School Relationship, Secondary School Students, Family Life |
| Geographic Terms: | Croatia, Serbia, Slovenia |
| DOI: | 10.1007/s10212-024-00912-8 |
| ISSN: | 0256-2928 1878-5174 |
| Abstract: | Parental involvement in children's education is one of the main components of inclusive education and one of the crucial factors in achieving positive academic outcomes for children with additional support needs (ASN). This study aims to explore the experiences of parental involvement during the pandemic and to gain insights into the personal, familial, and contextual factors (level 1 factors in Hoover-Dempsey and Sandler's model [1995, 1997, 2005]) that influence their involvement practices. The study was conducted in Croatia, Serbia, and Slovenia--three culturally and educationally similar contexts that applied slightly different educational measures during the pandemic. Semi-structured interviews with 42 parents of children with ASN attending the lower secondary educational cycle during the COVID-19 pandemic were conducted in the spring of 2022. Three themes were defined across all three country contexts, describing parental involvement as a reaction to the emergency situation, as a parental duty, and as a response to the child's or school's invitation. The results confirm the importance of parents' motivational beliefs, parents' perceptions of invitations for involvement by others, and parents' perceptions of life context in parents' decisions about involvement during the pandemic. The results also highlight that parental involvement in the education of children with ASN is highly dependent on the availability of school and system-level support. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1453895 |
| Database: | ERIC |
| Abstract: | Parental involvement in children's education is one of the main components of inclusive education and one of the crucial factors in achieving positive academic outcomes for children with additional support needs (ASN). This study aims to explore the experiences of parental involvement during the pandemic and to gain insights into the personal, familial, and contextual factors (level 1 factors in Hoover-Dempsey and Sandler's model [1995, 1997, 2005]) that influence their involvement practices. The study was conducted in Croatia, Serbia, and Slovenia--three culturally and educationally similar contexts that applied slightly different educational measures during the pandemic. Semi-structured interviews with 42 parents of children with ASN attending the lower secondary educational cycle during the COVID-19 pandemic were conducted in the spring of 2022. Three themes were defined across all three country contexts, describing parental involvement as a reaction to the emergency situation, as a parental duty, and as a response to the child's or school's invitation. The results confirm the importance of parents' motivational beliefs, parents' perceptions of invitations for involvement by others, and parents' perceptions of life context in parents' decisions about involvement during the pandemic. The results also highlight that parental involvement in the education of children with ASN is highly dependent on the availability of school and system-level support. |
|---|---|
| ISSN: | 0256-2928 1878-5174 |
| DOI: | 10.1007/s10212-024-00912-8 |
