Lee Shawna J, Ward Kaitlin P, Chang Olivia D, Downing Kasey M
University of Michigan, Ann Arbor, United States.
Child Youth Serv Rev. 2021 Mar;122:105585. doi: 10.1016/j.childyouth.2020.105585. Epub 2020 Oct 13.
This study reports on parent-child dynamics during initial COVID-19 related school closures, based on cross-sectional analyses of a survey that utilized a convenience sampling approach. Data were collected in April 2020, approximately five weeks after the World Health Organization declared that the Coronavirus was a pandemic. Participants ( = 405) were adults recruited throughout the U.S. This study examines data from parents (69% mothers and 31% fathers) with at least one child 0-12 years of age. The majority were White (71%) and 41% had at least a bachelor's degree. The majority of parents (78%) were educating their child at home due to COVID-19. Most (77.1%) reported use of online tools for at-home education, including educational apps, social media, and school-provided electronic resources. More than one-third (34.7%) of parents said their child's behavior had changed since the pandemic, including being sad, depressed, and lonely. Most parents were spending more time involved in daily caregiving of their children since COVID-19. Two out of every five parents met the PHQ-8 criteria for major depression or severe major depression (40.0%) and the GAD-7 criteria for moderate or severe anxiety (39.9%). Multivariate analyses indicated that, compared to non-depressed parents, parents who met criteria for probable major or severe depression (B = -0.16, 95% CI = [-0.29, -0.02], = .021) and parenting stress (B = -0.37, 95% CI = [-0.47, -0.27], < .001) were negatively associated with parents' perceived preparation to educate at home. Compared to parents with minimal or mild anxiety, parents with moderate or severe anxiety reported higher child anxiety scores (B = 0.17, 95% CI = [0.06, 0.28], = .002). Parenting stress was also positively associated with higher child anxiety scores (B = 0.40, 95% CI = [0.32, 0.48], < .001). Content analyses of open-ended questions indicated that school closures were a significant disruption, followed by lack of physical activity, and social isolation. Overall, study results suggested that parents' mental health may be an important factor linked to at-home education and child wellbeing during the pandemic.
本研究基于一项采用便利抽样方法的调查的横断面分析，报告了新冠疫情初期学校关闭期间的亲子动态。数据于2020年4月收集，即世界卫生组织宣布冠状病毒为大流行病约五周后。参与者（n = 405）是在美国各地招募的成年人。本研究考察了至少有一个0至12岁孩子的家长（69%为母亲，31%为父亲）的数据。大多数为白人（71%），41%至少拥有学士学位。大多数家长（78%）因新冠疫情而在家教育孩子。大多数（77.1%）报告使用在线工具进行家庭教育，包括教育应用程序、社交媒体和学校提供的电子资源。超过三分之一（34.7%）的家长表示，自疫情以来他们孩子的行为发生了变化，包括悲伤、抑郁和孤独。自新冠疫情以来，大多数家长在孩子日常照料方面投入了更多时间。每五名家长中有两名符合PHQ - 8中重度抑郁症标准（40.0%）以及GAD - 7中重度焦虑标准（39.9%）。多变量分析表明，与未患抑郁症的家长相比，符合可能的重度或极重度抑郁症标准的家长（B = -0.16，95%置信区间 = [-0.29, -0.02]，p = 0.021）和育儿压力（B = -0.37，95%置信区间 = [-0.47, -0.27]，p < 0.001）与家长对在家教育的准备程度呈负相关。与焦虑程度最低或轻度的家长相比，中度或重度焦虑的家长报告孩子的焦虑得分更高（B = 0.17，95%置信区间 = [0.06, 0.28]，p = 0.002）。育儿压力也与孩子更高的焦虑得分呈正相关（B = 0.40，95%置信区间 = [0.32, 0.48]，p < 0.001）。对开放式问题的内容分析表明，学校关闭是一个重大干扰因素，其次是缺乏体育活动和社交隔离。总体而言，研究结果表明，家长的心理健康可能是疫情期间与家庭教育和孩子福祉相关的一个重要因素。
