آمار

تعداد نشریات26
تعداد شماره‌ها391
تعداد مقالات3,425
تعداد مشاهده مقاله5,265,088
تعداد دریافت فایل اصل مقاله3,600,440
Salehzadeh, Parvin, Shokri, Omid, Fathabadi, Jalil, Yadegarzadeh, Gholamreza. (1402). Thematic Analysis of Parents’ Perspective on the Advantages and Disadvantages of Online Education during the COVID-19 Pandemic. سامانه مدیریت نشریات علمی, 3(10), 54-63. doi: 10.22098/jfrs.2023.12429.1107
Parvin Salehzadeh; Omid Shokri; Jalil Fathabadi; Gholamreza Yadegarzadeh. "Thematic Analysis of Parents’ Perspective on the Advantages and Disadvantages of Online Education during the COVID-19 Pandemic". سامانه مدیریت نشریات علمی, 3, 10, 1402, 54-63. doi: 10.22098/jfrs.2023.12429.1107
Salehzadeh, Parvin, Shokri, Omid, Fathabadi, Jalil, Yadegarzadeh, Gholamreza. (1402). 'Thematic Analysis of Parents’ Perspective on the Advantages and Disadvantages of Online Education during the COVID-19 Pandemic', سامانه مدیریت نشریات علمی, 3(10), pp. 54-63. doi: 10.22098/jfrs.2023.12429.1107
Salehzadeh, Parvin, Shokri, Omid, Fathabadi, Jalil, Yadegarzadeh, Gholamreza. Thematic Analysis of Parents’ Perspective on the Advantages and Disadvantages of Online Education during the COVID-19 Pandemic. سامانه مدیریت نشریات علمی, 1402; 3(10): 54-63. doi: 10.22098/jfrs.2023.12429.1107

Thematic Analysis of Parents’ Perspective on the Advantages and Disadvantages of Online Education during the COVID-19 Pandemic

Journal of Family Relations Studies
مقاله 6، دوره 3، شماره 10، مهر 2023، صفحه 54-63    اصل مقاله (676.86 K)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22098/jfrs.2023.12429.1107
نویسندگان
Parvin Salehzadeh1؛ Omid Shokri* 2؛ Jalil Fathabadi3؛ Gholamreza Yadegarzadeh4
1Phd candidate in educational psychology, Faculty of Psychology and Educational Science, Shahid Beheshti University, Tehran, Iran
2Assistant Professor, Department of Educational Psychology, Faculty of Psychology and Educational Science, Shahid Beheshti University, Tehran, Iran
3Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Science, Shahid Beheshti University, Tehran, Iran
4Assistant Professor, Department of Curriculum studies, Faculty of Psychology and Educational Science, Allameh Tabataba'i University, Tehran, Iran
چکیده
Objective:  The goal of this study was to find out, through qualitative research, how high school parents see the pros and cons of online education during the COVID-19 epidemic.
Methods: The sample for the present study included several of mothers of male and female Tehran high school students. For data analysis, Braun and Clarke's (2021a) thematic analysis model-based methodology was utilized.
Results: The data revealed a comprehensive theme composed of two major themes, one with six sub-themes and the other with two sub-themes: 1) psychological capital with self-others care, self-efficacy beliefs, psychological resilience, hope, coping measures, and self-loving causal attributions sub-themes; and 2) technological capital with technology ethics and cultural literacy of technology sub-themes.
Conclusion:  In addition, both practical and theoretical implications for the parental character strengths model were examined.
کلیدواژه‌ها
Online education؛ parents؛ COVID-19 pandemic؛ positive psychology؛ thematic analysis
مراجع

Bayham, J., & Fenichel, E. P. (2020). Impact of school closures for COVID-19 on the US health-care workforce and net mortality: a modelling study. The Lancet Public Health, 5(5), e271–e278. Doi:10.1016/S2468-2667(20)30082-7

Braun, V., & Clarke, V. (2021a). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. Doi:10.1080/14780887.2020.1769238

Braun, V., & Clarke, V. (2021b). To saturate or not to saturate? Questioning data saturation as a useful concept for thematic analysis and sample-size rationales. Qualitative Research in Sport, Exercise and Health, 13(2), 201–216. Doi:10.1080/2159676X.2019.1704846

Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, 112934. Doi:10.1016/j.psychres.2020.112934

Chung, G., Lanier, P., & Wong, P. Y. J. (2020). Mediating effects of parental stress on harsh parenting and parent-child relationship during coronavirus (COVID-19) pandemic in Singapore. Journal of Family Violence, 1–12. Doi:10.1007/s10896-020-00200-1

Clark, H., Coll-Seck, A. M., Banerjee, A., Peterson, S., Dalglish, S. L., Ameratunga, S., Balabanova, D., Bhan, M. K., Bhutta, Z. A., & Borrazzo, J. (2020). A future for the world’s children? A WHO–UNICEF–Lancet Commission. The Lancet, 395(10224), 605–658. Doi:10.1016/S0140-6736(19)32540-1

Cluver, L. D., Meinck, F., Steinert, J. I., Shenderovich, Y., Doubt, J., Romero, R. H., Lombard, C. J., Redfern, A., Ward, C. L., & Tsoanyane, S. (2018). Parenting for lifelong health: a pragmatic cluster randomised controlled trial of a non-commercialised parenting programme for adolescents and their families in South Africa. BMJ Global Health, 3(1), e000539. Doi:10.1136/bmjgh-2017-000539

Cluver, L., Lachman, J. M., Sherr, L., Wessels, I., Krug, E., Rakotomalala, S., Blight, S., Hillis, S., Bachman, G., & Green, O. (2020). Parenting in a time of COVID-19. Lancet, 395(10231). Doi:10.1016/S0140-6736(20)30736-4

Francis, N. N., & Pegg, S. (2020). Socially distanced school-based nutrition program under COVID 19 in the rural Niger Delta. The Extractive Industries and Society, 7(2), 576–579. Doi:10.1016/j.exis.2020.04.007

Goldschmidt, K. (2020). The COVID-19 pandemic: Technology use to support the wellbeing of children. Journal of Pediatric Nursing, 53, 88. Doi:10.1016/j.pedn.2020.04.013

Holmes, E. A., O’Connor, R. C., Perry, V. H., Tracey, I., Wessely, S., Arseneault, L., Ballard, C., Christensen, H., Silver, R. C., & Everall, I. (2020). Multidisciplinary research priorities for the COVID-19 pandemic: a call for action for mental health science. The Lancet Psychiatry, 7(6), 547–560. Doi:10.1016/S2215-0366(20)30168-1

Jowsey, T., Foster, G., Cooper-Ioelu, P., & Jacobs, S. (2020). Blended learning via distance in pre-registration nursing education: A scoping review. Nurse Education in Practice, 44, 102775. Doi:10.1016/j.nepr.2020.102775

Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the potential impact of COVID-19 school closures on academic achievement. Educational Researcher, 49(8), 549–565. Doi:10.3102/0013189X20965918

Lades, L. K., Laffan, K., Daly, M., & Delaney, L. (2020). Daily emotional well‐being during the COVID‐19 pandemic. British Journal of Health Psychology, 25(4), 902–911. Doi:10.1111/bjhp.12450

Lee, S. J., Ward, K. P., Chang, O. D., & Downing, K. M. (2021). Parenting activities and the transition to home-based education during the COVID-19 pandemic. Children and Youth Services Review, 122, 105585. Doi:10.1016/j.childyouth.2020.105585

MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 102352. Doi:10.1016/j.system.2020.102352

Maguire, M., & Delahunt, B. (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. All Ireland Journal of Higher Education, 9(3). http://ojs.aishe.org/index.php/aishe-j/article/view/3354%0A

Marek, M. W., Chew, C. S., & Wu, W. V. (2021). Teacher experiences in converting classes to distance learning in the COVID-19 pandemic. International Journal of Distance Education Technologies (IJDET), 19(1), 40-60. Doi:10.4018/IJDET.20210101.oa3

Morris, H., O’Connor, A., Cummins, J., Valentine, C., Dwyer, A., Goodyear, M., & Skouteris, H. (2019). A pilot efficacy study of Parents Building Solutions: a universal parenting program using co-design and strength-based approaches. Children and Youth Services Review, 105, 104447. Doi:10.1016/j.childyouth.2019.104447

Nicola, M., Alsafi, Z., Sohrabi, C., Kerwan, A., Al-Jabir, A., Iosifidis, C., Agha, M., & Agha, R. (2020). The socio-economic implications of the coronavirus pandemic (COVID-19): A review. International Journal of Surgery, 78, 185–193. Doi:10.1016/j.ijsu.2020.04.018

Poletti, M. (2020). Hey teachers! Do not leave them kids alone! Envisioning schools during and after the coronavirus (COVID-19) pandemic. Trends in Neuroscience and Education, 20, 100140. Doi:10.1016/j.tine.2020.100140

Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher, 50(5), 325–327. Doi:10.3102/0013189X211004138

Sağkal, A. S. (2019). Direct and indirect effects of strength-based parenting on adolescents’ school outcomes: Exploring the role of mental toughness. Journal of Adolescence, 76, 20–29. Doi:10.1016/j.adolescence.2019.08.001

Santibañez, L., & Guarino, C. M. (2021). The effects of absenteeism on academic and social-emotional outcomes: Lessons for COVID-19. Educational Researcher, 50(6), 392–400. Doi:10.3102/0013189X21994488

Spinelli, M., Lionetti, F., Pastore, M., & Fasolo, M. (2020). Parents’ stress and children’s psychological problems in families facing the COVID-19 outbreak in Italy. Frontiers in Psychology, 1713. Doi:10.3389/fpsyg.2020.01713

Sun, N., Wei, L., Shi, S., Jiao, D., Song, R., Ma, L., Wang, H., Wang, C., Wang, Z., & You, Y. (2020). A qualitative study on the psychological experience of caregivers of COVID-19 patients. American Journal of Infection Control, 48(6), 592–598. Doi:10.1016/j.ajic.2020.03.018

Toquero, C. M. (2021). Emergency remote education experiment amid COVID-19 pandemic. IJERI: International Journal of Educational Research and Innovation, 15, 162–176. Doi:10.46661/ijeri.5113

Uzun, H., Karaca, N. H., & Metin, Ş. (2021). Assesment of parent-child relationship in Covid-19 pandemic. Children and Youth Services Review, 120, 105748. Doi:10.1016/j.childyouth.2020.105748

Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., Mytton, O., Bonell, C., & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet Child & Adolescent Health, 4(5), 397–404. Doi:10.1016/S2352-4642(20)30095-X

Ward, C. L., Wessels, I. M., Lachman, J. M., Hutchings, J., Cluver, L. D., Kassanjee, R., Nhapi, R., Little, F., & Gardner, F. (2020). Parenting for Lifelong Health for Young Children: a randomized controlled trial of a parenting program in South Africa to prevent harsh parenting and child conduct problems. Journal of Child Psychology and Psychiatry, 61(4), 503–512. Doi:10.1111/jcpp.13129

Waters, L. (2015). The relationship between strength-based parenting with children’s stress levels and strength-based coping approaches. Psychology, 6(06), 689. Doi:10.4236/psych.2015.66067

 

Waters, L. E., Loton, D., & Jach, H. K. (2019). Does strength-based parenting predict academic achievement? The mediating effects of perseverance and engagement. Journal of Happiness Studies, 20(4), 1121–1140. Doi:10.1007/s10902-018-9983-1%0A

Westrupp, E. M., Stokes, M. A., Fuller-Tyszkiewicz, M., Berkowitz, T. S., Capic, T., Khor, S., Greenwood, C. J., Mikocka-Walus, A., Sciberras, E., & Youssef, G. J. (2021). Subjective wellbeing in parents during the COVID-19 pandemic in Australia. Journal of Psychosomatic Research, 145, 110482. Doi:10.1016/j.jpsychores.2021.110482

Zhai, Y., & Du, X. (2020). Addressing collegiate mental health amid COVID-19 pandemic. Psychiatry Research, 288, 113003. Doi:10.1016/j.psychres.2020.113003

آمار
تعداد مشاهده مقاله: 293
تعداد دریافت فایل اصل مقاله: 311


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب