Do children study longer depending on their parents’ level of engagement? An analysis of factors related to Brazilian students’ engagement

Esmeralda Correa Macana, Thamires Zaboto Mirolli, Ana Luíza Farage Silva, Lauana Rossetto Lazaretti, Lorenzo Luiz Bianchi, Gustavo Saraiva Frio and Marco Tulio Aniceto França

EconomiA, 2024, vol. 26, issue 1, 47-66

Abstract: Purpose - The purpose of this article is to investigate factors related to the time students spent on remote activities during the coronavirus (COVID-19) pandemic in 2020. Specifically, it analyzes whether the school’s relationship with the family and the guardians’ support are associated with longer study times for children and youth. Design/methodology/approach - This was performed using an ordered logit model on data from two waves of the survey Remote Education in the Perspective of Students and Their Families (PENP) with a nationally and regionally representative sample of Brazilian public school students. Findings - Results show the importance of contact between the school and the family and, to a greater extent, the direct support of parents or guardians. The odds of learners spending more hours studying increase 36% when schools provide guidance for parents and guardians; in turn, when they provide support for students during activities, these odds increase 144%. Originality/value - Moreover, students spend more time doing school activities in the later years of elementary school, high school and when they attend a state school.

Keywords: Covid-19 pandemic; Study times; Brazilian public school students; Technologies (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:eme:econpp:econ-07-2023-0124

DOI: 10.1108/ECON-07-2023-0124

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