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Parental Involvement in Distance K-12 Learning and the Effect of Technostress: Sustaining Post-Pandemic Distance Education in Saudi Arabia

Author

Listed:
  • Ahlam Mohammed Al-Abdullatif

    (Department of Curriculum and Instruction, King Faisal University, 400, Al-Hasa 31982, Saudi Arabia)

  • Hibah Khalid Aladsani

    (Department of Curriculum and Instruction, King Faisal University, 400, Al-Hasa 31982, Saudi Arabia)

Abstract

This study explored the effect of parental involvement in K-12 distance learning activities on their perceived technostress and behaviours of support toward their children’s learning in Saudi Arabia. Partial least squares structural equation modeling (PLS-SEM) was used to analyse the data. Applying the person-technology (P-T) fit model, this study proposed a model comprising five factors to answer the research questions. The five factors were parental involvement, parents’ technostress, parents’ self-efficacy, school support and behaviours of support. Analysis of 651 parent responses showed an insignificant relationship between parental involvement in distance learning activities and parents’ technostress. However, there was a significant and positive relationship between parental involvement and parents’ behaviours of support toward their children’s learning. The results also indicated that when parents’ technostress increases, their supportive behaviours rise accordingly. The level of technostress among parents in this study was found to reduce with an increase in both parents’ self-efficacy levels and the level of school support provided by administration and teachers to parents in distance learning environments. The findings of our study suggested several important implications that contribute to providing more effective and successful distance education and supporting the future of post-pandemic digital education in Saudi Arabia.

Suggested Citation

  • Ahlam Mohammed Al-Abdullatif & Hibah Khalid Aladsani, 2022. "Parental Involvement in Distance K-12 Learning and the Effect of Technostress: Sustaining Post-Pandemic Distance Education in Saudi Arabia," Sustainability, MDPI, vol. 14(18), pages 1-19, September.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:18:p:11305-:d:910595
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    References listed on IDEAS

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    1. Aini Farmania & Riska Dwinda Elsyah & Ananda Fortunisa, 2022. "The Phenomenon of Technostress during the COVID-19 Pandemic Due to Work from Home in Indonesia," Sustainability, MDPI, vol. 14(14), pages 1-21, July.
    2. Patricia Solís García & Rocío Lago Urbano & Sara Real Castelao, 2021. "Consequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support," IJERPH, MDPI, vol. 18(21), pages 1-9, October.
    3. Al Lily, Abdulrahman Essa & Alhazmi, Ahmed Ali & Abunasser, Fathi Mohammed & Buarki, Hanadi Jumah & Shams Eldin Gomaa, Aliaa Adel & Al Hanandeh, Anas Mohammad & Elayyan, Shaher Rebhi & Alghamdi, Ayed , 2021. "Covidian education: An enquiry into Arab culture," Technology in Society, Elsevier, vol. 66(C).
    4. Lee, Shawna J. & Ward, Kaitlin P. & Chang, Olivia D. & Downing, Kasey M., 2021. "Parenting activities and the transition to home-based education during the COVID-19 pandemic," Children and Youth Services Review, Elsevier, vol. 122(C).
    5. Dong, Chuanmei & Cao, Simin & Li, Hui, 2020. "Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes," Children and Youth Services Review, Elsevier, vol. 118(C).
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