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<p>This study examined how children’s perceptions of parental psychological control are related to their academic achievement during the COVID-19 pandemic, and the potential moderating role of the perceived COVID-19 threat on these relations. The sample included 199 fourth-grade children (<i>M</i> = 10.97, 57.8% girls) and one of their parents. Children completed a questionnaire assessing their perceptions of two dimensions of parental psychological control: achievement and emotional dependency. Both parents and children reported their worries related to the COVID-19 threat. Teachers reported children’s grades for the first and second semesters. Children’s perceptions of parental achievement-oriented and dependency-oriented control were negatively related to their academic achievement. Children’s perceptions of the COVID-19 threat were positively related to their academic achievement and they moderated the relation between parental achievement-oriented psychological control and academic achievement. Our results highlighted the significant role of specific domains of parental psychological control on children’s school outcomes.</p>

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Children’s perceived parental control and academic achievement during the COVID-19 pandemic

  • 期刊论文

  • 发表日期：

    2025年1月30日

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  • Loredana R. Diaconu-Gherasim,
  • Alexandra Maftei,
  • Alexandra S. Zancu,
  • Cornelia Măirean,
  • Laura E. Brumariu,
  • Ana-Maria Tepordei,
  • Irina Crumpei-Tănase,
  • Gabriela Nicuta

摘要

This study examined how children’s perceptions of parental psychological control are related to their academic achievement during the COVID-19 pandemic, and the potential moderating role of the perceived COVID-19 threat on these relations. The sample included 199 fourth-grade children (M = 10.97, 57.8% girls) and one of their parents. Children completed a questionnaire assessing their perceptions of two dimensions of parental psychological control: achievement and emotional dependency. Both parents and children reported their worries related to the COVID-19 threat. Teachers reported children’s grades for the first and second semesters. Children’s perceptions of parental achievement-oriented and dependency-oriented control were negatively related to their academic achievement. Children’s perceptions of the COVID-19 threat were positively related to their academic achievement and they moderated the relation between parental achievement-oriented psychological control and academic achievement. Our results highlighted the significant role of specific domains of parental psychological control on children’s school outcomes.