Parental stress and young children’s adjustment during face-to-face class suspensions and resumptions during COVID-19 in Hong Kong

Abstract

This cross-sectional study aims to explore relationships between parental stress, young children’s adjustment, parental self-efficacy, and parents’ perceptions of online learning reflected in parents’ online learning satisfaction during COVID-19 kindergarten face-to-face (F2F) class suspensions and resumptions in Hong Kong. A final sample of 123 Hong Kong kindergarten parents recruited via convenience sampling completed the questionnaire from April to May 2021, approximately one year after F2F classes were first suspended. Participants were mostly mothers (96.4%), between the ages of 30 and 39 (77.2%) and were married (97.6%). Results showed that most parents preferred synchronized real-time online learning over online pre-recorded teacher videos (88.6%). At the time of this study, almost all the participants’ children have resumed F2F classes (95.1%). No significant differences were found in parental stress between parents of children who have resumed F2F classes and those who have not. Online learning satisfaction was found to be significantly negatively correlated with parental stress (r = −.201, p = .026). Parental stress significantly positively correlated with child maladjustment (r = .473, p < .001) and negatively correlated with parental self-efficacy (r = −.353, p < .001). The relationship between online learning satisfaction and parental stress was found to be significantly mediated by child maladjustment (Effect = −1.319, 95% CI [−2.532, −0.302]) and parental self-efficacy (Effect = −.811, 95% CI [−1.729, −0.120]). Overall, study results suggested that there is a relationship between online learning satisfaction and parental stress, and that child maladjustment and parental self-efficacy significantly mediate this relationship. Identification of risk and protective factors for parental stress during COVID-19 may help in developing targeted interventions.