Bashatah Lina, Aseri Safana, Al-Rawi Mahmood Basil A
Early Childhood Department, King Saud University, Riyadh, Saudi Arabia.
Department of Optometry, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia.
Psychol Res Behav Manag. 2024 Feb 1;17:317-328. doi: 10.2147/PRBM.S448194. eCollection 2024.
Quarantine has had a powerful effect on parents and children in Saudi Arabia in different aspects, namely, educational, mental, and social. Therefore, this study aimed to assess the mental, social, and educational impact of the COVID-19 Quarantine and its predictors among Saudi parents.
A cross-sectional study was carried out over 6 months in 2020 using structured questionnaires with 42 items, detailing pre-quarantine assistance with childcare, followed by mental, educational, and social challenges answered using a 5-point Likert scale and the factors affecting their children's learning at home during the COVID-19 quarantine. The data was analyzed using the Statistical Package for the Social Sciences (SPSS) version 27.
A response rate of 79.5% (n=831) was obtained. Mental challenges were experienced the most, and 68.1% of the parents worried about their children being infected with COVID-19. This was followed by the educational challenges related to their children's online learning, with 61.2% of the parents attributing it to their children's low motivation towards online learning. The mean score for the education domain was 31.14(±7.02). Similarly, the mean score for the mental impact and social impact was 33.13(±7.82) and 12.81(±2.98). The results of the multiple linear regression analysis revealed participants' gender was found significantly associated with the mean score of the educational domain ( = 0.010).
Social challenges were experienced the least, and parents confirmed that quarantine had helped them strengthen their family relations. Most participants agreed that they had fun spending time with both their partners and children. It is recommended to implement online remote activities and services that assist students and professionals in addressing pandemic concerns, such as virtual group exercise, virtual movie nights, and virtual office hours.
隔离在教育、心理和社会等不同方面对沙特阿拉伯的父母和孩子产生了重大影响。因此，本研究旨在评估新冠疫情隔离对沙特父母的心理、社会和教育影响及其预测因素。
2020年进行了一项为期6个月的横断面研究，使用包含42个条目的结构化问卷，详细询问了隔离前的育儿协助情况，随后使用5点李克特量表回答心理、教育和社会挑战以及新冠疫情隔离期间影响孩子在家学习的因素。数据使用社会科学统计软件包（SPSS）27版进行分析。
获得了79.5%（n=831）的回复率。心理挑战感受最为强烈，68.1%的父母担心孩子感染新冠病毒。其次是与孩子在线学习相关的教育挑战，61.2%的父母将其归因于孩子对在线学习的积极性不高。教育领域的平均得分是31.14（±7.02）。同样，心理影响和社会影响的平均得分分别是33.13（±7.82）和12.81（±2.98）。多元线性回归分析结果显示，参与者的性别与教育领域的平均得分显著相关（=0.010）。
社会挑战感受最少，父母们证实隔离有助于加强他们的家庭关系。大多数参与者同意他们与伴侣和孩子共度时光很愉快。建议开展在线远程活动和服务，帮助学生和专业人员应对疫情相关问题，如虚拟团体锻炼、虚拟电影之夜和虚拟办公时间。
