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<p>This study aims to examine the relationship between parental involvement including online parental communication with children on learning, and students’ academic intrinsic motivation, during the COVID-19 pandemic in October 2022 when blended teaching was conducted. The participants were 392 secondary three to six high school students (mean = 14.90&#xa0;years) from one school in Hong Kong, a city with one of the longest COVID-19 school suspensions in the world. Structural equation modelling was used, controlling for students’ gender, age, race, home resources, and father’s and mother’s highest education levels. This study extends the scholarship by examining a relatively new construct, online parental communication with children on learning. This study specifically demonstrates that home-based activities, parental expectations, and online parental communication with children on learning enhanced high school students’ intrinsic motivation during COVID-19 blended teaching, but not for school-based activities and home-school communication, regardless of students’ gender, age, race, home resources, and father’s and mother’s education levels. This study advances Brofenbrenner’s neo-ecological theory by providing evidence that learning at home involvement including online parent–child communication in the home microsystem via a virtual microsystem can impact intrinsic motivation during the COVID-19 blended teaching. The results are discussed in relation to the importance of learning at home involvement, and the inequity during COVID-19 blended teaching. This may inform educators, policy makers, and technopreneurs on the effectiveness of learning at home involvement including online parental communication with children on learning, on intrinsic motivation during blended teaching, which may be the future of education.</p>

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Parental involvement, online parental communication with children on learning, and high school students’ intrinsic motivation during COVID-19

  • 期刊论文

  • 发表日期：

    2025年10月11日

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  • Suzanne May Shwen Lee

摘要

This study aims to examine the relationship between parental involvement including online parental communication with children on learning, and students’ academic intrinsic motivation, during the COVID-19 pandemic in October 2022 when blended teaching was conducted. The participants were 392 secondary three to six high school students (mean = 14.90 years) from one school in Hong Kong, a city with one of the longest COVID-19 school suspensions in the world. Structural equation modelling was used, controlling for students’ gender, age, race, home resources, and father’s and mother’s highest education levels. This study extends the scholarship by examining a relatively new construct, online parental communication with children on learning. This study specifically demonstrates that home-based activities, parental expectations, and online parental communication with children on learning enhanced high school students’ intrinsic motivation during COVID-19 blended teaching, but not for school-based activities and home-school communication, regardless of students’ gender, age, race, home resources, and father’s and mother’s education levels. This study advances Brofenbrenner’s neo-ecological theory by providing evidence that learning at home involvement including online parent–child communication in the home microsystem via a virtual microsystem can impact intrinsic motivation during the COVID-19 blended teaching. The results are discussed in relation to the importance of learning at home involvement, and the inequity during COVID-19 blended teaching. This may inform educators, policy makers, and technopreneurs on the effectiveness of learning at home involvement including online parental communication with children on learning, on intrinsic motivation during blended teaching, which may be the future of education.