Date of Award
Dr. Meredith Meyer
First Committee Member
Dr. Cynthia Laurie-Rose
Second Committee Member
Dr. Karen Steigman
Achievement, ADHD, Parent-Child Relationship, Academic Attitudes, COVID-19
Education | Higher Education | Psychology
The current study investigated the connection between parent-child relationships, academic achievement, and child attitudes in school-aged children both before and during the COVID-19 pandemic. Specifically, I examined relationships among parent- and child-perceived emotional closeness, attitudes toward school, and child achievement in elementary and middle school aged children. The current study examined associations between parent-child relationship factors and academic student outcomes, comparing these associations both before and during the COVID-19 pandemic. Differences in student outcomes were examined based off of COVID-19 circumstances as well as what level of emotional closeness and interaction the parents and child have. Attitudes and achievement of children were also compared prior to and during the pandemic. Factors were also compared between groups of neurotypical children and those with an ADHD diagnosis. Key findings that emerged include declines in academic achievement and child attitudes toward school during the COVID-19 pandemic. ADHD diagnosis did not interact with these declines, suggesting that children overall (rather than a particularly at-risk group) were negatively affected by the shift to remote learning. Parent- and child-perceived emotional closeness tended to serve as a predictive factor of student outcomes (attitudes and achievement) when in face-to-face schooling, but these relationships were not seen in an online setting.
Kladias, Angela, "Parent-Child Relationships and Student Outcomes in Children: A Comparison Before and During the COVID-19 Pandemic" (2021). Undergraduate Honors Thesis Projects. 124.