Parental Involvement in Distance K-12 Learning and the Effect of Technostress: Sustaining Post-Pandemic Distance Education in Saudi Arabia
Ahlam Mohammed Al-Abdullatif () and
Hibah Khalid Aladsani
Additional contact information
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
Sustainability, 2022, vol. 14, issue 18, 1-19
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.
Keywords: parents; distance education; technostress; K-12 education; Saudi Arabia; post-pandemic (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations:
Downloads: (external link)
https://www.mdpi.com/2071-1050/14/18/11305/pdf (application/pdf)
https://www.mdpi.com/2071-1050/14/18/11305/ (text/html)
Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
HTML/Text
Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:14:y:2022:i:18:p:11305-:d:910595
Access Statistics for this article
Sustainability is currently edited by Ms. Alexandra Wu
More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().